Hautau hautau

Overview

I tēnei akoranga ka whakamaumahara mātou mō ngā hautau mā ngā tūmomo mahi rerekē (he “station” hautau), ā, ka hono mātou i te pāngarau me te reo mā te whakamārama i ā mātou whakaaro ki te reo Māori. Ka hanga tēnei akoranga i runga i ngā mōhiotanga hautau o mua, ā, ka tīmata mā te whakaatu i ngā hautau ki ngā whakaahua, ngā rārangi tau, me ngā puka māmā.

Learning intentions

• WALT kia mōhio anō mātou ki ngā hautau, ā, kia taea te hono i ngā hautau ki ō rātou whakaaturanga tika.
• WALT kia tautuhi mātou i ngā hautau ōrite mā te whakataurite (equivalent).
• WALT kia whakamahi mātou i te reo Māori hei whakamarama i te take o ā mātou whakautu.
• WALT kia whakamahere mātou i ngā rautaki wehewehe (differentiation) kia tika mō tō tātou taumata.

Success criteria

• I can match a fraction to a picture and/or a number line.
• I can identify equivalent fractions with support (or independently at my level).
• I can explain my thinking in te reo Māori using sentence starters.
• I can complete a station task and check my work.

Curriculum links

• NZ-TMOA-TRR-T3-12 — Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro.
• NZ-TMOA-TRR-T3-15 — Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake.
• NZ-TMOA-TRR-T3-14 — Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.
• NZ-TMOA-TRR-T3-07 — Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.
• NZ-TMOA-TRR-T3-08 — Ka mārama ki te anga o ngā momo kōrero Māori ake nei.

Lesson structure (20 minutes)

1. 0–3 min · Tīmata (kaiako–katoa). Ka tuhi koe i te pātai: “He aha te tikanga o ngā hautau ōrite?” ā, ka whakatakoto tauira poto i te reo Māori (hei tauira: “Ko te ½ he rite ki te 2/4”). Ka uiui ngā tauira mō tētahi whakaaro kotahi, ka whakahoki mā te katoa.
2. 3–7 min · Whakamaumahara (direct teach poto). Ka whakaatu koe i tētahi rārangi tau poto me tētahi whakaahua hautau kotahi, ā, ka whakaako i ngā kupu matua: “haurua (½)”, “whā (4)”, “takirua (2)”, “ōrite”, “ngā wāhanga rite”. Ka whakamahia ngā kīanga: “Ki taku whakaaro…”, “Nō te mea…”, “He rite nā te mea…”.
3. 7–14 min · Maths station (rōpū, kaiako noho ki tētahi rōpū). Ka wehea te akomanga kia 3 rōpū (e 5–7 ngā ākonga). Ka huri ngā rōpū i muri i ia meneti/mō ia wāhanga, kia taea e te katoa te whakamātau i te mahi.

• Rōpū A (taumata tautoko): ka tohua ngā kāri “fraction ↔ picture” anake (hei tauira 1/2, 1/4, 3/4) me te whakamārama i te mea e rite ana.
• Rōpū B (taumata toharite): ka tohua “fraction ↔ number line” me te wāhanga rite iti (hei tauira 2/4 ↔ 1/2, 3/6 ↔ 1/2).
• Rōpū C (taumata teitei): ka whiwhi kāri “simplified form” me te “equivalent matching” (hei tauira 4/8 ↔ 1/2; 6/12 ↔ 1/2; me ngā pātai “He aha i kore ai tēnei?”). Mā ia tauira e hāmenetia ai tana mahi mā ngā kāri, ā, ka tuhi poto (1 rerenga) mā te pepa “whakamārama” e whai kīanga: “Ka whiriwhiri au i tēnei nā te mea…”.

4. 14–19 min · Wānanga reo (whakamārama i ngā whakaaro). Ka kōwhiri koe i 2–3 tauira (ranei mā ia rōpū kotahi) hei whakaatu i tana whakautu. Ka whakatakotohia e koe te anga reo: “Ko te … he rite ki te …. Nō te mea ….” Ka whakatenatena koe i te toenga o te akomanga kia whakaae, kia pātai rānei mā ngā kupu matua.
5. 19–20 min · Pūkete poto (exit check). Ka hoatu koe he kāri 1-pātai mō ia ākonga (i runga i tō rātou rōpū): “Whakaū: he aha te hautau ōrite?” Ka kohikohi tere, ka kite koe i te āwhina e hiahiatia ana hei akoranga ā muri.

Resources

• Fraction sorting cards (3 taumata: tautoko, toharite, teitei)
• Picture fraction strips (ngā whakaahua haurua/whā/waru)
• Number line cards (0 ki 1 kua wehea ki 2, 4, 8 wāhanga)
• Simplified fraction cards (hei utu i ngā ōrite)
• Station trays for group rotation
• “Whakamārama” sentence starter sheet in te reo Māori
• Whiteboard markers and a timer
• Dyslexia-friendly worksheets (large font, short lines, high-contrast)
• Visual support: fraction models (paper circles/rectangles) for optional use

Assessment

• Observation checklist: kei te tika te hono i te hautau ki te whakaahua/rārangi tau.
• Verbal formative assessment: whakarongo ki te whakamarama a ngā ākonga mō te kupu “ōrite” me te take (“nō te mea”).
• Exit check: kotahi pātai hautau ōrite kia kitea te taumata mō te rōpū e whai ake nei.

Differentiation

• Tautoko mō ngā ākonga e hiahia roa ana: pepa iti (1–2 whāinga ia station), tauira kua whakatūpato, me te whakamahi i ngā tauira ā-ringa (fraction models) hei āwhina.
• Tautoko mō te hunga e raru ana te pupuri/whakaroa: tūtohi wā mārama (timer), mahi poto, me ngā tūnga rōpū (roles) pērā i “kaihōnonga kāri” me “kaitiaki reo”.
• Rerekētanga mō ngā taumata:
• Rōpū A: picture matching anake.
• Rōpū B: add number line.
• Rōpū C: add simplified form + “explain why”.
• Mō ākonga matatau (extension i roto i te station): tono kia kimi 2 whakataurite anō mō tētahi hautau, ā, kia tuhi 1 rerenga atu: “Ka kitea anō mā te …”.
• Dyslexia-friendly reading options: whakamahi i ngā kāri me ngā whakaahua nui, font mārama, me te kōwhiringa kia whakamārama kōrero anake (kauā e tuhi roa).