Count, Match, Show

Overview

Day 1 of a five-day sequence continuing from “Count, Match, Show”. Students revisit one-to-one counting and connect a counted set with a numeral, ten-frame, fingers and spoken number names. Learning is practical, brief and play-based, with numbers mainly within 5 and extension to 10.

Learning intentions

• We are learning to count objects carefully, touching each object once.
• We are learning to match a quantity with a numeral card and ten-frame.
• We are learning to show an amount using fingers and counters.
• We are learning to explain how we know how many.

Success criteria

• I can count each object once and say the total.
• I can find the numeral or ten-frame that matches my set.
• I can show the same amount with fingers or counters.
• I can tell a partner how I know.

Curriculum links

• Early number sense: counting, recognising and representing small quantities.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers: using challenging questions to deepen mathematical understanding.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Alignment: connecting practical mathematical experiences with relevant number learning.
• Mathematical competencies: representing ideas, communicating thinking, making connections and reasoning.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and warm-up. Teacher opens the counting hook and learning intention slides and shows a plate with a small group of counters. Ask, “How many do you think there are? How could we check?” Students look, make a prediction, then count together while touching each counter once. Repeat with a different amount within 5.

2. 4–9 min · Whole-group modelling. Teacher models making a set on a paper plate, moving each counter as it is counted, then matching it with a numeral card, a ten-frame and fingers. Deliberately make one error, such as counting one counter twice, and ask students to explain what needs fixing. Students practise the language: “There are ___ counters. The numeral is ___.”

3. 9–17 min · Small-group teacher activity. Teacher works with one group of four or five at a time while other students complete the same task with a buddy. Give each child a paper plate and call a number from 1–5. Students build the amount with counters, count to check, and choose the matching numeral card and ten-frame. Teacher observes one-to-one counting and asks, “How do you know?” “What would happen if I added one?” Use a dice for children ready to work with amounts to 6 or 10.

4. 17–24 min · Partner match and show. Teacher directs pairs to take turns rolling a dice or choosing a numeral card. One child makes the quantity with counters on a ten-frame; the other shows it with fingers and checks the count. Partners swap roles and use the partner task and discussion prompt slides when they need a reminder. Students say, “I made ___, and I can see ___.”

5. 24–27 min · Record and talk. Teacher distributes the count, match and show recording sheet. Model completing one example: draw or place dots for a set, circle the matching numeral, and draw fingers or counters to show the same amount. Students complete one or two examples, with an adult scribing where needed.

6. 27–30 min · Closure and check. Teacher displays the final challenge and reflection slide and shows a small set of counters. Students quietly show the amount on their fingers, then turn to a partner and explain how they counted. Invite two children to share different ways of showing the same number. Finish with, “Today I learned that counting carefully helps me know ___.”

Resources

• Counters, approximately 100
• One dice
• Numeral cards for 1–10
• Ten-frames
• Paper plates
• the counting, modelling, partner-task and reflection slide deck
• the count, match and show recording sheet
• Pencils or crayons
• Floor space or table spaces for pairs

Assessment

• Watch whether each child touches or moves one object for each number word and whether the final number names the whole set.
• During the small-group task, check whether students can match a counted set with a numeral and ten-frame, and can represent the same amount with fingers or counters.
• Collect the recording sheet or photograph completed work. Ask individual children to count a new set of up to 5 before they leave.

Differentiation

• Support: Use amounts within 3, larger counters and a clearly organised ten-frame. Count slowly together, use gestures and provide the sentence frame, “I counted ___. The numeral is ___.” Pair the child with a patient, supportive buddy.
• Developing independence: Use amounts within 5 and encourage children to rearrange a set, recount and explain why the total stays the same.
• Challenge: Use amounts to 10, ask children to show a number in two ways, or hide some counters and ask, “How many are hidden if there are 5 altogether?”
• EAL learners and children needing communication support: Use consistent gestures, visual numeral cards, fingers and repeated language. Accept pointing, placing, signing or drawing as valid ways to show thinking, while modelling the spoken number name.