E Hia Ngā Mea?

Overview

Day 1 of a two-week sequence on asking and answering “How many?”. Students revise familiar classroom-item words and number words, then use real objects and classmates to practise E hia...? (“How many...?”) with short, meaningful responses. The lesson uses oral interaction first, with visual and written support suitable for Years 4–6.

Learning intentions

• WALT ask how many objects or people there are using E hia...?
• WALT answer using a number and ngā plus a familiar noun.
• WALT listen carefully and respond politely during a partner exchange.
• WALT revise classroom-item vocabulary and numbers from previous learning.

Success criteria

• I can ask E hia ngā...?
• I can recognise and use kotahi, rua, toru, whā, rima.
• I can answer with a complete phrase, such as E toru ngā pene.
• I can count objects or people accurately and take turns with my partner.

Curriculum links

• Te Mātaiaho Te Reo Māori — Novice 2 teaching sequence: exploring ways to describe people, including physical characteristics and descriptive language.
• Te Mātaiaho Te Reo Māori — Emergent 1 Pāhekoheko: using formulaic language to support meaningful interactions.
• Te Mātaiaho Te Reo Māori — Emergent 1 Pāhekoheko: communicating information on the spot about themselves, others and their immediate environment.
• Te Mātaiaho Te Reo Māori — Cultural and sociolinguistic knowledge: using polite, clear language and acknowledging relationships and place when interacting.

Lesson structure (13 minutes)

1. 0–2 min · Welcome and retrieval. Teacher greets the class, states the WALT, and opens the welcome and retrieval slides. Display familiar classroom pictures and ask, He aha tēnei? Students chorally respond with known words such as he pene (a pen), he pukapuka (a book), he tēpu (a table) and he tūru (a chair), then count aloud from kotahi to rima.

2. 2–4 min · Model “how many?”. Teacher shows a slide containing three pens and models: E hia ngā pene? E toru ngā pene. Repeat with one, two, four and five objects, pointing to each item while counting. Students echo the question and answer, using fingers or the visual number prompts on the slide.

3. 4–6 min · Guided object practice. Teacher places small groups of classroom objects where all students can see them and revisits the question-and-answer modelling slide. Ask different questions, for example E hia ngā pukapuka? Students think, count together, and answer as a class before selected students give the full response. Emphasise ngā and clear pronunciation rather than speed.

4. 6–9 min · Pair questioning. Teacher displays the partner-practice instruction slide and gives each pair access to nearby classroom objects. Partner A makes a small group of one to five items and asks, E hia ngā...? Partner B counts and answers, for example E whā ngā rākau (There are four sticks/pencils). Students swap roles after each turn and complete at least three exchanges.

5. 9–11 min · Count people. Teacher gathers students’ attention and models with a visible group: E hia ngā ākonga? (How many students?) Count the group together and answer, E rima ngā ākonga. Students work in groups of five or fewer, asking about the number of people in their group. Remind students to count respectfully and not point at or label individuals without permission.

6. 11–13 min · Check and exit response. Teacher displays the final check slide showing one object group and one people group, then asks both questions. Students record two answers on the two-question practice and exit worksheet or hold up fingers before selected students respond orally. Finish with a class choral response and briefly revisit the success criteria.

Resources

• the “E hia?” introduction, modelling, partner-practice and final-check slide deck
• the two-question practice and exit worksheet
• Five familiar classroom items per pair or small group
• Number-word display: kotahi, rua, toru, whā, rima
• Whiteboard and marker
• Timer

Assessment

• Listen during choral repetition and note who can distinguish the question E hia...? from the answer.
• During pair work, check whether students count accurately, include ngā, and use the correct number word.
• Use the final two responses as an exit check: students should answer one object question and one people question orally or in writing.

Differentiation

• Support learners with picture prompts, finger counting, a visible number-word bank, repeated modelling and the sentence frames E hia ngā ___? / E ___ ngā ___.
• For dyslexia-friendly access, use a clear sans-serif font, large print, high contrast, generous spacing and minimal text on slides and the worksheet; read every written phrase aloud and allow oral answers.
• Pair learners strategically and allow students to rehearse quietly with a partner before answering publicly. Accept pointing, showing fingers and choral responses as steps towards independent speaking.
• Advanced learners can count beyond five if known, ask about two different groups of people, or replace the noun and number independently while maintaining the complete question-and-answer pattern.