Count, Show, Say

Overview

Students build confidence counting and recognising numbers 1–10. They use one-to-one correspondence with objects, count forwards and backwards, identify the number before or after a given number, and connect quantities with written numerals.

Learning intentions

• We are learning to count collections to 10, matching one number word to each object.
• We are learning to count forwards and backwards within 1–10.
• We are learning to recognise and name numerals 1–10.
• We are learning to say the number before or after a given number.

Success criteria

• I can touch or move each object once as I count.
• I can count forwards and backwards within 1–10.
• I can match a numeral to a collection of objects.
• I can say the number before or after a given number.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Number: counting collections to 10 using one-to-one correspondence.
• Te Mātaiaho Mathematics and Statistics — Number: counting forwards and backwards within 1–10.
• Te Mātaiaho Mathematics and Statistics — Number: identifying and naming numbers before and after a given number.
• The lesson supports mathematical communication, representation, and perseverance through talk, movement, objects, and drawings.

Prior learning

Students have experienced saying some number names, joining in with counting songs, and recognising at least some numerals. Reassure students that they may use objects, fingers, a number line, or a partner’s help while learning.

Key vocabulary

number, numeral, count, collection, forwards, backwards, before, after, next, quantity, same

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Display the opening counting challenge showing a scattered collection of objects and ask, “How many are there? How can we make sure we count each one once?” Students estimate, then explain or demonstrate a counting strategy with a partner.

2. 5–12 min · Explicit modelling. Use real counters and the modelling slides to model touching and moving one counter for each number word, organising a collection into a line, and matching it to a numeral. Model counting forwards from 1 and from a number such as 6, then backwards from 10; deliberately make one counting error and invite students to find and correct it. Ask: “Which counter did I count?” “How do you know there are 7?” “What number comes after 4? What comes before 9?”

3. 12–20 min · Activity 1: Count and build. In pairs, students take turns collecting between 1 and 10 counters, moving each counter into a line while counting aloud, then choosing or writing the matching numeral. Partners check by recounting and use the prompt on the count-and-build instructions: “Touch, move, say, check.”

4. 20–28 min · Activity 2: Number pathway. Place numeral cards 1–10 in a floor pathway or display the numerals on the number pathway slides. Students take turns standing on a starting number and stepping forwards or backwards as the class counts together. Pause to ask individuals, “What number are you on?” “What is one number after 5?” “What is one number before 8?” Vary the starting number and direction.

5. 28–35 min · Activity 3: Match, find, and say. Give pairs the numbers flashcards. Students match a numeral, number word, and ten-frame representation where shown, then place the cards in order from 1 to 10. Partners hide one card and ask, “What is missing?” or hold up a card and ask for the number before or after it. Circulate, listening for accurate counting and one-to-one correspondence.

6. 35–40 min · Numeral recognition practice. Distribute the numeral recognition and counting worksheet. Students complete the short tasks independently or with quiet partner talk: circle named numerals, draw dots to show quantities, write missing numerals in a sequence, and identify the number before or after. Pause halfway for students to compare one answer and explain how they know.

7. 40–45 min · Individual check and close. Give each student the five-item assessment below, without peer support. Read items aloud if needed, then collect responses. Finish with the review and goodbye slide and invite two students to share a helpful counting strategy.

Resources

• the counting and number pathway slide deck
• the numeral recognition and counting worksheet
• the numbers flashcards
• 30–40 counters, buttons, blocks, or bottle tops
• Numeral cards 1–10 or large numeral labels
• Floor space for a number pathway
• Pencils, crayons, and mini-whiteboards
• Five-item individual assessment slips

Assessment

• During modelling and activities, ask: “Show me 6 counters.” “Count them so I can see each one.” “Start at 3 and count forwards.” “Start at 9 and count backwards.” “What comes before 7?”
• Observe whether students touch or move one object per number word, maintain the correct order, recognise numerals, and respond to before/after questions.
• Use the individual five-item check to identify students needing further practice.

Five-minute individual assessment

1. Draw 6 counters or dots. Ask: “How many are there?”
2. Circle the numeral 8 from: 3, 8, 5.
3. Fill in the missing number: 4, 5, __, 7.
4. Fill in the missing number: 10, 9, __, 7.
5. Write the number after 6 and the number before 3.

Answer guide:

1. Six dots/counters, with one-to-one representation.
5. After 6: 7; before 3: 2.

Differentiation

• Support students by using a ten-frame, a visible 1–10 number line, larger objects, and a consistent touch-and-move routine. Count alongside them, then gradually reduce prompting.
• Pair students thoughtfully and provide sentence frames: “I counted ___ objects.” “The number before ___ is ___.” “The number after ___ is ___.”
• For students who find oral language challenging, accept pointing, gesture, objects, drawing, or home-language discussion before expecting a spoken answer. Use clear visuals and repeat instructions one step at a time.
• Extend confident students by asking them to start counting from a number other than 1, count backwards from 7, create a collection for a partner to count, or explain how they know which number is missing.