Diamonds Number Journey

Overview

Across three 15-minute sessions, the Diamonds group will build confidence recognising, ordering, forming and talking about numbers to 10. Learning uses movement, rhythm, visual images, counting collections and a number line so children connect spoken number names, written numerals and quantities.

Learning intentions

• WALT recognise and name numerals to 10.
• WALT count forwards and backwards, beginning from different numbers.
• WALT form numerals using a consistent starting point and direction.
• WALT identify the number before and after a given number.
• WALT quickly recognise small quantities to 5 without counting each object.

Success criteria

• I can point to and name numbers to 10.
• I can put numbers in order and count forwards and backwards.
• I can make a numeral carefully and explain how I formed it.
• I can say the number before or after a number.
• I can recognise a group of up to 5 objects quickly.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Mathsteasers: higher-order questions that deepen mathematical understanding.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Alignment: using activities that connect with classroom mathematics and provide an appropriate challenge.
• Te Mātaiaho Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: encouraging reasoning, explaining ideas and trying more than one strategy.
• The refreshed Mathematics and Statistics learning area: developing number knowledge through oral language, representations, movement, pattern and discussion.

Lesson structure (45 minutes total: three 15-minute sessions)

Session 1 — Recognise and order numbers

1. 0–3 min · Circle count. Teacher opens the counting and number introduction slides and leads the group counting forwards to 10, then to 20 if ready, using fingers or actions. Students join in, noticing that the number names follow a stable order.

2. 3–7 min · Number-card recognition. Teacher displays numeral cards from 0 to 10 one at a time, varying the order and asking, “What number is this?” Students name each numeral, show the matching number of fingers, and place the card beside a small collection when appropriate.

3. 7–11 min · Put in order. Teacher gives each child one or two cards and prompts the group to make a number sequence, asking, “How do you know where your card belongs?” Students physically arrange themselves or place cards in order, counting forwards together.

4. 11–14 min · Walk the Bridge. Teacher makes a floor pathway with numeral cards and calls a number to start from. Students walk along the pathway, counting forwards; repeat backwards from 5 or 10 with support.

5. 14–15 min · Quick check. Teacher holds up two numerals and asks which comes first. Students respond by pointing, saying the numbers, or standing beside the earlier number.

Session 2 — Form numerals

1. 0–3 min · Revisit and warm up. Teacher uses the numeral formation introduction slides to revisit numbers 0–10 and models forming one numeral in the air. Students “write” the numeral with a finger while saying its name.

2. 3–7 min · Video-guided formation. Teacher plays the prepared number-formation video, pausing regularly so children can copy the rhymes and movements. Students practise the actions, such as “around and back” for 2 and “around the tree” for 3, focusing on starting points and direction.

3. 7–12 min · Make and write. Teacher distributes the numeral formation practice sheet and provides mini-whiteboards or trays of sand. Students practise selected numerals to 10, first tracing or making them, then attempting them independently while saying the numeral.

4. 12–15 min · Build the number. Teacher shows a numeral and asks students to make that many counters, fingers or dots. Students match the written numeral to the quantity, then share one numeral they formed successfully.

Session 3 — Before, after and subitising

1. 0–3 min · Buzz to 5. Teacher shows dot patterns containing 1–5 objects briefly, using the subitising and number-talk slides. Students say how many they saw without counting, then explain what they noticed, such as “I saw 3 and 2.”

2. 3–6 min · Number-line movement. Teacher lays out a floor number line from 0 to 10 and asks children to stand on a called number. Students count forwards and backwards as they move one step at a time.

3. 6–10 min · Before and after. Teacher asks, “Stand on the number before 6,” then “Stand on the number after 6,” changing the starting number. Students move to the correct numeral and explain their answer using the number line.

4. 10–13 min · My number is… Teacher gives clues, for example, “My number is after 3 and before 5.” Students identify 4, then take turns giving a clue for the group. Use the prepared digital number activity to show a number, its quantity, and the numbers before and after.

5. 13–15 min · Today’s number. Teacher selects a number from 1–10 in the prepared activity and invites the group to name it, show it with fingers or counters, and say the number before and after. Students complete a final “show me” response using fingers or the number line.

Resources

• the three-session number journey slide deck
• the numeral formation practice sheet
• Numeral cards 0–10
• Floor number line 0–10
• Counters, dot cards and ten-frames
• Mini-whiteboards, markers or trays of sand
• Prepared number-formation video
• Prepared interactive “Today’s Number” activity
• Open floor space for Walk the Bridge and movement

Assessment

• Observe whether each child recognises numerals, counts in sequence and matches numerals to quantities.
• Listen for accurate mathematical language: before, after, more, fewer, forwards and backwards.
• Record which children subitise to 5 and which still need to count each object; note numeral reversals or difficulty with starting points.
• Use the final “show me” task to identify one next teaching step for each child.

Differentiation

• Support children with a reduced range of 0–5, larger numeral cards, ten-frames, finger patterns and a number line they can touch while counting.
• Model each response slowly and use repeated sentence frames: “The number before __ is __” and “The number after __ is __.”
• Accept pointing, moving, showing fingers or using home-language number names before expecting a spoken answer.
• Extend confident children by starting the count from a number other than 1, counting backwards from 10, identifying a missing numeral, or explaining two ways they saw a dot pattern.