Exploring Numbers Outdoors

Overview

This 45-minute outdoor mathematics lesson for Year 1 students (aged about 5 years) in New Zealand focuses on the foundational number and geometry concepts from the NZ Curriculum. It encourages playful, hands-on exploration using natural materials. Students will engage in counting, recognising and sorting shapes, and simple addition. The lesson is designed to promote active learning that connects to the relevant strands and achievement objectives of the New Zealand Curriculum, fostering understanding through interaction with the natural environment.

Curriculum Alignment

New Zealand Curriculum - Mathematics and Statistics, Level 1 (Years 1-2):

• Number and Algebra: Number and Counting

  • Students count objects in a collection reliably, initially by ones and then skip counting.
  • Explore numbers up to 20, including counting forwards and backwards.
  • Develop understanding of addition as combining groups and subtraction as separating groups.
  • Subitise (recognise quantities without counting) up to 10.
  • Use materials to investigate addition facts, exploring families of facts including doubles and halves.

• Geometry and Measurement: Shapes and Patterns

  • Identify, describe, and sort familiar 2D shapes (circle, triangle, square, rectangle) and 3D shapes (sphere, cube, cylinder).
  • Recognise shapes in the environment and describe their attributes.

• Working Mathematically

  • Develop mathematical confidence by exploring, identifying patterns and relationships.
  • Communicate mathematical ideas using informal language and representations.
  • Engage in problem-solving through practical activities.

(Reference: NZC Mathematics Phase 1, Te Mātaiaho Maths 0-8 guide, NZC 2024 updates)

Learning Objectives

By the end of the lesson, students will be able to:

• Count natural objects accurately up to 20.
• Recognise and name common 2D shapes (circle, triangle, square) found outdoors.
• Sort natural materials by shape and number.
• Perform simple addition by combining two groups of natural objects.
• Express mathematical thinking verbally using appropriate vocabulary (e.g., more, less, add, total).
• Develop confidence and enthusiasm about maths through outdoor exploration.

Materials Needed

• Clipboards, pencils or crayons for recording
• Small baskets or containers
• Natural loose parts from the outdoor environment (e.g., leaves, small stones, pinecones, sticks)
• Chalk (optional, for drawing shapes or number lines on pavement areas)
• A large mat or blanket for group discussions

Lesson Structure

1. Introduction and Warm-Up (5 minutes)

• Gather students outside in a circle. Briefly introduce the activity: "Today we'll play maths games outside using things we find in nature!"
• Recap counting skills by counting up to 20 as a group with an accompanying action or song (e.g., clapping).

2. Nature Counting and Sorting (15 minutes)

• In small groups (3-4 students), children collect a variety of natural objects into baskets. Encourage diversity of objects collected.
• Once collected, prompt students to sort their objects by shape somewhat loosely: round (like stones), long (sticks), pointy (pinecones/leaves). Facilitate vocabulary like "circle", "triangle" (e.g., a fern or leaf shape), "square" (e.g., bark pieces if found), discussing attributes informally.
• Prompt students to count how many items they have of each shape. Use questions like "How many round things do you have?" and "Which pile has more?"
• Support students to group sets and practise subitising small collections (up to 5) quickly without counting.

3. Simple Addition Game (15 minutes)

• Introduce the idea of addition as putting groups together to find a total. Use the natural objects for hands-on activities.
• Example: "If I have 3 stones and I add 2 sticks, how many objects do I have?" Let students physically combine piles to find the total.
• In pairs or small groups, children create two small groups of natural materials and count the total after combining. Encourage them to write or draw their equations on clipboards using numbers and + sign (teacher or aide support may be needed).
• Encourage use of language like "three and two makes five," "add," "total," and use relevant visual models (piles) to reinforce addition concepts.

4. Reflection and Sharing (10 minutes)

• Gather the students back together on the mat or blanket.
• Invite volunteers to share what they found and how they combined numbers.
• Discuss the different shapes they saw and counted outside. Ask questions such as:
  • "Which shape did you find the most of?"
  • "How did you add your objects together?"
  • "Can you tell a friend how many objects you had?"
• Summarise by reinforcing vocabulary and concepts: count, add, total, shape names.
• Celebrate the learning and effort to build a positive attitude towards mathematics.

Assessment Suggestions

• Observe students during sorting and counting activities for evidence of accurate counting and ability to classify shapes.
• Listen for students’ use of mathematical vocabulary during addition activities.
• Check students’ informal records (drawings or number sentences on clipboards) for appropriate representation of addition.
• Use informal questioning to probe understanding of addition as combining groups.
• Note any difficulties for targeted future teaching or support.

Teaching Considerations

• Keep activities playful and allow flexibility for exploration.
• Scaffold vocabulary and concepts gently for English language learners and use te reo Māori mathematical language where appropriate to support understanding.
• Use natural materials to connect mathematics learning to the local environment and Māori worldviews of learning in nature.

This lesson is designed with the New Zealand Curriculum’s vision of nurturing confident and creative mathematical thinkers in real-world contexts, recognising the value of movement, play, and the outdoors in early learning mathematics development .