Kaute ki te Rua Tekau

Overview

In this 16-minute oral Te reo Māori lesson, 20 Year 1 students revisit counting and learn to recognise and say numbers from tahi to rua tekau. Students hear, repeat, identify and use the numbers in a playful class interaction, building confidence with formulaic language and immediate communication.

Learning intentions

• WALT count forwards from tahi to rua tekau in Te reo Māori.
• WALT listen for and identify numbers from tahi to rua tekau.
• WALT use the question “E hia?” and answer “E …”.
• WALT participate confidently and respectfully in a number interaction.

Success criteria

• I can say numbers from 1 to 20 in Te reo Māori.
• I can point to or show the number I hear.
• I can ask “E hia?” and answer “E …”.
• I can take turns and listen carefully to others.

Curriculum links

• Pāhekoheko — communicating information on the spot in contexts relevant to students and their immediate environment.
• Pāhekoheko — using formulaic language to support meaningful interactions.
• Pāhekoheko — beginning to interact and communicate confidently in culturally appropriate ways.
• Pānui — beginning to understand short written texts containing some unfamiliar language.

Lesson structure (16 minutes)

1. 0–2 min · Welcome and hook. Teacher welcomes students with “Tēnā koutou” and opens the counting hook slide, showing a group of 20 colourful objects and asking, “E hia?” Students look, make a prediction, and listen as the teacher introduces the lesson goal: “Ka tatau tātou ki te rua tekau.”

2. 2–5 min · Model and echo count. Teacher uses the number sequence slides to model tahi–tekau, then tekau mā tahi–rua tekau, speaking clearly and inviting students to echo each number with matching finger or body movements. Students repeat together, then count forwards with the teacher, noticing that numbers after tekau begin with “tekau mā”.

Number sequence:

• tahi, rua, toru, whā, rima
• ono, whitu, waru, iwa, tekau
• tekau mā tahi, tekau mā rua, tekau mā toru, tekau mā whā, tekau mā rima
• tekau mā ono, tekau mā whitu, tekau mā waru, tekau mā iwa, rua tekau

3. 5–9 min · Listen and show. Teacher displays the listening game slides one number at a time, says a number in Te reo Māori, and asks students to show the answer using fingers, a number card or by pointing. Include familiar numbers first, then numbers from tekau mā tahi to rua tekau. Students respond silently before the teacher reveals the numeral, allowing the teacher to check who is matching sound to meaning.

4. 9–13 min · Partner kōrero. Teacher models with a student: “E hia?” The student chooses a numeral on the number kōrero worksheet and answers, “E …,” while the teacher points to the corresponding number. Students work in pairs: Partner A asks “E hia?”, Partner B points to or chooses a number and answers “E …”; then they swap. The teacher circulates, praises careful listening and supports pronunciation without interrupting the flow.

5. 13–16 min · Whole-class challenge and exit check. Teacher returns to the class challenge and closing slides, counts forwards with the class, then pauses at selected points for students to supply the missing number. For a final check, each student tells a partner one number between tahi and rua tekau, or points to it on the worksheet while saying it. Students finish with “Ka pai!” and a quiet thumbs-up to show how confident they feel.

Resources

• the Te reo Māori numbers slide deck
• the number kōrero worksheet
• Whiteboard and marker
• Pencils or crayons
• Numeral cards from 1 to 20, one set for each pair
• Optional classroom objects for counting, such as blocks or counters

Assessment

• During echo counting, listen for accurate pronunciation of tahi–tekau and the pattern “tekau mā”.
• During the listening game, note whether students can connect spoken numbers with numerals without copying a peer.
• During partner kōrero, assess whether each student can ask “E hia?” and give an understandable answer using “E …”.

Differentiation

• Support learners with the number sequence visible, gestures, finger counting, repeated modelling and a reduced range such as tahi–tekau before extending to rua tekau.
• Pair students thoughtfully and provide the sentence frames “E hia?” and “E ___.” on the worksheet; accept pointing, selecting a numeral and then repeating the number.
• For students needing additional language or sensory support, use a quiet practice space, slower modelling and one-to-one rehearsal before partner talk.
• Extend confident speakers by asking them to count backwards from rua tekau, identify a missing number, or lead the class in a short counting sequence.
• Follow the pronunciation conventions and number forms used by the school or local iwi where these differ, and model respectful listening and turn-taking throughout.