Counting Fun Time

Overview

This 10-minute session is designed for preschool students in New Zealand, focusing on learning to count numbers 1 to 10. The lesson follows the New Zealand Curriculum Early Childhood learning outcomes and Te Mātaiaho Mathematics framework for years 0–2, helping children develop foundational number knowledge and counting skills through engaging, age-appropriate activities.

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Learning Objectives

Aligned with the New Zealand Curriculum Number Strand (Phase 1: Years 0–2, especially early childhood) and Te Mātaiaho Mathematics:

• Count forwards and backwards from any whole number between 1 and 10 (with support) .
• Subitise small collections of objects up to 5, and gradually up to 10 by combining patterns (recognise quantity without counting) .
• Use language to compare quantities: more, less, same.
• Recognise and order whole numbers up to 10 using number lines and concrete materials .
• Develop engagement and communication about number concepts through play, talk, and use of first/heritage languages 【4:0†NZC Maths Phase 2.pdf】.

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Using language, symbols and texts: Encouraging use of correct mathematical vocabulary in English and students’ first languages.

• Managing self: Fostering independent counting and curiosity about numbers.
• Relating to others: Sharing counting experiences and ideas in a small group.
• Participating and contributing: Collaborating in activities that involve turn-taking and counting together.

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Resources

• Ten-frame boards or mats
• Counters or small toys (around 20 pieces)
• Number cards 1 to 10
• A large number line (floor or table)
• Picture book or song about numbers 1 to 10 (optional)
• Visual aids with dot patterns (for subitising)

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Lesson Outline (10 minutes)

1. Warm-up Counting Song (2 minutes)

• Sing a well-known counting song from 1 to 10 that is lively and has repetitive counting phrases (e.g., "Ten Little Fingers", or a local favourite).
• Encourage children to count along, using fingers or clapping.
• This supports oral counting and builds familiarity (Communication & Engagement) .

2. Subitising Activity (2 minutes)

• Show children several dot cards with up to 5 dots and ask them how many dots they see without counting out loud.
• Gradually show cards with combined patterns (e.g., 3 dots + 2 dots to make 5) to develop recognition of small quantities quickly.
• Use language such as “more,” “less,” and “same number” to compare cards.
• This helps develop quick number recognition and the concept of number structure .

3. Counting Objects Together (3 minutes)

• Give each child a set of small counters (around 10).
• Guide them to place counters on a ten-frame while counting aloud from 1 to 10.
• Use prompts like “Can you count how many you have? One, two, three...”
• Use the number line laid out visible for the group.
• Encourage children to count forwards and, if ready, backwards from 10 to 1 in a group.
• This supports one-to-one correspondence and counting sequences .

4. Number Matching Game (2 minutes)

• Show a number card (1 to 10) and invite each child to find and count out that many counters or toys to match the card.
• Celebrate each correct match with positive reinforcement.
• Use mathematical language like "You have five counters, that's the same as number five!"
• This supports number recognition and quantity matching .

5. Reflect and Close (1 minute)

• Ask children to share their favourite number or how high they can count.
• Brief recap using number words and encouraging children to say one number they remember.
• Praise effort and participation to build confidence and engagement.

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Assessment

• Observe children’s ability to count correctly from 1 to 10 with one-to-one correspondence.
• Note their subitising skills by how quickly they recognise dot patterns without counting.
• Record participation in activities and ability to match numerals to quantities.
• Use anecdotal notes for ongoing assessment aligned with curriculum goals of emerging numeracy.

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Teaching Considerations

• Support English Language Learners by including their home language numbers when possible.
• Use hands-on materials to engage sensory learning styles.
• Maintain a calm, playful pace appropriate for preschool attention spans.
• Repetition and visual aids support memory and understanding.

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This lesson is crafted to bring maths alive for preschool children following the New Zealand Curriculum’s emphasis on counting, number recognition, subitising, and communicating mathematical ideas at the earliest levels. It fosters a fun, interactive environment helping children develop essential numeracy skills in a social context, setting foundations for future learning in mathematics.

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References

• New Zealand Curriculum Mathematics and Statistics: Number Strand, Phase 1 (Years 0–2)
• Te Mātaiaho Mathematics and Statistics in the New Zealand Curriculum years 0–8
• Supporting mathematical language and communication practices in early learning【4:0†NZC Maths Phase 2.pdf】