Kai Stall Groups

Overview

Tamariki use counters and bowls to make equal groups, then combine the groups to find the total amount. The familiar pretend kai stall provides a meaningful context for connecting practical actions, drawings, counting, and addition equations, building on prior work with counting and combining small quantities.

Learning intentions

• WALT make equal groups using counters.
• WALT combine equal groups to find the total.
• WALT show and explain our thinking using objects, drawings, or numbers.
• WALT work collaboratively and respectfully at a pretend kai stall.

Success criteria

• I can put the same number of counters in each bowl.
• I can combine the bowls and count the total.
• I can show my thinking with counters, a picture, or an addition equation.
• I can explain how I know my answer.

Curriculum links

• Mathematics and Statistics Years 0–1: Number — representing, combining, and counting quantities in meaningful contexts.
• Mathematics and Statistics Years 0–1: using mathematical language such as equal group, total, count, and add.
• Mathsteasers — using hands-on problem solving and higher-order questioning to deepen mathematical thinking.
• Curriculum Refresh dispositions: collaborating, communicating mathematical thinking, persevering, and valuing different strategies.

Lesson structure (15 minutes)

1. 0–2 min · Kai stall hook. Teacher displays a pretend kai stall with two bowls and asks, “Each bowl has 3 pieces of kai. How many pieces are there altogether?” Open with the kai stall hook and picture prompt and invite tamariki to estimate, notice, and turn-and-talk. Students share what they notice without needing to calculate immediately.

2. 2–5 min · Model equal groups. Teacher places 3 counters in each of two bowls, saying, “Equal groups have the same number. I can combine the bowls and count 1, 2, 3, 4, 5, 6.” Teacher records or reveals 3 + 3 = 6 on the equal-groups modelling slide, explaining that the total is the amount in all the bowls together. Students help check that both groups are equal and count the total with the teacher.

3. 5–10 min · Hands-on kai stall. Teacher places students in 10 pairs, gives each pair two or three bowls and counters, and presents a simple challenge from the kai stall challenge slides: “Put 2 counters in each of 2 bowls. How many altogether?” Students make equal groups, combine the bowls, count the total, and complete one matching response on the differentiated kai stall recording sheet. Partners take turns as the kai seller and customer, checking that every bowl has the same number.

4. 10–13 min · Differentiate and discuss. Teacher adjusts the challenge while circulating, asking, “How do you know the groups are equal?” and “What could you do to check?” Students explain their strategy to a partner and solve one further challenge. Lower Year 0 learners use one or two bowls with 1–3 counters and picture prompts; Year 1 learners use two or three groups of 1–5; higher Year 2 learners use three or four equal groups, record repeated addition such as 4 + 4 + 4 = 12, and explain how they know.

5. 13–15 min · Share and exit check. Teacher shows two bowls containing 4 counters each on the discussion and plenary slide and asks, “What is the total? How could we show it?” Students demonstrate, draw, or state the total, then complete the final quick prompt on the final check or tell the teacher before packing away.

Resources

• the kai stall slide deck
• the differentiated kai stall recording sheet
• Pretend kai items or picture cards
• Small bowls or containers, two or three per pair
• Linking counters or other safe manipulatives
• Toy money or a small basket for the stall
• Whiteboard and marker
• Optional number cards from 1–5

Assessment

• Observe whether students make groups with the same number of counters and use one-to-one counting when combining them.
• Ask individuals to explain, “How do you know?” Listen for mathematical language including equal group, add, and total; accept explanations using objects, gestures, drawings, or words.
• Use the final two-bowl check to identify who can independently find and represent the total, who needs continued modelling, and who is ready for larger numbers or repeated addition.

Differentiation

• Support lower Year 0 learners with one or two bowls, 1–3 counters per bowl, large picture prompts, verbal counting alongside an adult, and a sentence frame: “There are ___ in each bowl. Altogether there are ___.”
• Provide Year 1 learners with two or three bowls and counters up to 5 in each group. Encourage them to draw each bowl before combining the quantities.
• Challenge higher Year 2 learners with three or four equal groups and totals within 20. Ask them to write matching repeated-addition equations, compare two strategies, and explain why the groups must be equal.
• Pair tamariki thoughtfully so partners can share and model language. Use real objects and gestures for EAL learners, provide visual instructions, and allow students with fine-motor needs to point, move larger counters, or explain orally rather than record independently.