Counting Our World

Overview

In this first lesson of the five-lesson unit, students build secure early number foundations by counting familiar objects to 5 and then to 10. They connect spoken number names, quantities and written numerals, while beginning to explain how they know how many objects are in a set.

Learning intentions

• WALT count objects using one-to-one correspondence.
• WALT say number names in order from 0 to 10.
• WALT recognise, read, write and represent numerals 0–10.
• WALT compare sets using more, fewer, same and zero.

Success criteria

• I can touch or move each object once as I count.
• I can say the number names in the correct order.
• I can match a numeral to a quantity.
• I can explain how I know how many objects there are.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Number, first six months: counting forwards and backwards.
• Te Mātaiaho Mathematics and Statistics — Number, first six months: recognising and representing numbers.
• Te Mātaiaho Mathematics and Statistics — Number, first six months: comparing quantities.
• Supports mathematical communication, reasoning and participation through practical, playful problem-solving.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and counting hook. Open with the counting hook and learning intention slides. Show a small collection of classroom objects and ask, “How can we find out how many without missing any?” Students estimate, then watch the teacher touch and move one object for each number name. Invite children to count in English and, where appropriate, use familiar number names from their own languages, including te reo Māori: tahi, rua, toru, whā, rima.

2. 7–17 min · Model one-to-one counting. Use counters and model counting a set of 3, then 5, placing each counter in a line as it is counted. Emphasise that the last number tells how many altogether and introduce zero as an empty set. Students practise with a partner: one makes a set of up to 5 and the other touch-counts it, then swaps roles. Refer to the one-to-one counting model for the visual steps.

3. 17–30 min · Count and collect. Explain the rules using the count-and-collect instructions: children collect safe classroom or natural objects, count each item once and place the collection on a ten-frame or mat. Begin with sets of up to 5, then invite ready students to collect up to 10. Students record one collection on the counting and representing worksheet, drawing the objects and writing the matching numeral. Circulate and observe touch-counting, stable order and cardinality.

4. 30–42 min · Numeral and quantity matching. Give pairs a selection of counters and the numbers flashcards. Model matching a large numeral to a collection, including 0, and ask, “How do you know these match?” Students take turns choosing a card, building the quantity with counters, and checking by counting. Partners compare two collections and use “more”, “fewer” or “same”. Support children to work with 0–5 before extending to 10.

5. 42–53 min · Show it another way. Use the representation challenge and discussion prompts. Call out or display a number from 0–10. Students represent it with fingers, counters, blocks or a drawing, then write the numeral on their worksheet. Include quick prompts such as, “Can you show 6 in a different way?” and “What would one more be?” Invite children to explain their strategy to a partner. Do not require children to write number words yet; prioritise accurate quantities and numeral formation.

6. 53–60 min · Plenary and observation check. Revisit the success criteria with the plenary slides. Individually show each child a set of up to 5 objects and ask them to count it, identify the matching numeral and explain how they know. If appropriate, repeat with a set up to 10. Finish with a whole-class count forwards from 0 to 10 and backwards from 5. Record brief evidence against each child’s name.

Resources

• the complete counting and number recognition slide deck
• the counting and representing worksheet
• Counters or small classroom objects
• Ten-frames
• Blocks, fingers and drawing materials
• Number line from 0 to 10
• Natural materials such as shells, stones or leaves
• Safe collection baskets or trays
• Pencils, crayons and whiteboards

Assessment

• Observe whether each student touches or moves one object for each number name, keeps number names in stable order and understands that the final number gives the total.
• During matching, note numeral recognition, representation of 0–10 and use of more, fewer and same.
• Use the individual plenary check to record whether each child can count, match a numeral and explain their thinking.

Differentiation

• Support with collections of 0–3 or 0–5, objects arranged in a line, touch-counting prompts, a 0–10 number line and peer modelling. Use the sentence starter, “I know because I counted…”.
• Provide larger, easy-to-handle objects and reduce visual distractions for students needing sensory, motor or attention support.
• Accept oral answers, pointing, fingers or constructed representations before expecting written numerals. Invite whānau languages and familiar objects so all children can connect counting with their experiences.
• Extend confident counters to 20, counting forwards and backwards, making two collections and justifying which has more, fewer or the same.