Ko Wai Kei Te Rārangi?

Overview

Students learn and use ordinal numbers in te reo Māori to identify people or objects in a sequence. The lesson moves from hearing and repeating individual ordinal numbers to asking and answering questions such as, “Ko wai te tuatoru?” and “He aha te tūnga tuarima?” Activities are supported with visual and oral scaffolds for the wide Year 1–6 range.

Learning intentions

• WALT recognise and say ordinal numbers in te reo Māori.
• WALT ask who or what is in a particular position in a sequence.
• WALT answer using an ordinal number and a complete sentence.
• WALT check that directions and answers are clear.

Success criteria

• I can say ordinal numbers from tuatahi to tuaono, and more if I am ready.
• I can ask, “Ko wai te ___?” or “He aha te ___?”
• I can answer, “Ko ___ te ___.”
• I can listen carefully and check whether the sequence and answer are clear.

Curriculum links

• Giving and following directions — checking that directions are clear.
• Pāhekoheko — using formulaic language to support meaningful interactions.
• Pāhekoheko — communicating information on the spot about people and the immediate environment.
• Pāhekoheko — beginning to interact confidently in culturally appropriate ways.
• Exploring ways to describe people — identifying and describing physical characteristics when naming people or characters.

Lesson structure (40 minutes)

1. 0–5 min · Engage and notice. Display five students or illustrated characters standing in a line using the opening sequence image. Ask in English first, “Who is first? Who is third?” then introduce: “Ko wai te tuatahi?” and “Ko wai te tuatoru?” Students point, listen and make a quiet prediction before repeating the questions.

2. 5–12 min · Teach ordinal numbers. Use the ordinal number teaching slides to model the sequence: tuatahi (first), tuarua (second), tuatoru (third), tuawhā (fourth), tuarima (fifth), and tuaono (sixth). For older or confident learners, add tuawhitu (seventh), tuawaru (eighth), tuaiwa (ninth) and tuangahuru (tenth). Students echo each word, show the matching finger number, and practise saying each ordinal independently.

3. 12–19 min · Model questions and answers. Place six name or picture cards in a visible line and refer to the question-and-answer modelling slides. Model: “Ko wai te tuatahi?” — “Ko Hine te tuatahi.” Also model asking about an object: “He aha te tūnga tuarima?” — “Ko te pōtae te tūnga tuarima.” Students practise with a partner, taking turns to point, ask and answer. Emphasise that the answer repeats the ordinal number.

4. 19–29 min · Sequence and ask. In groups of five, students use people or character cards and arrange them in a line. Give directions one step at a time: “Whakaritea ngā kāri. Tīmata ki te tuatahi.” Students ask and answer at least four questions, including one question about a particular ordinal number chosen by the teacher. They may use the ordinal sequence practice sheet to record the sequence and write or draw answers. Each group checks clarity by asking, “Kua mārama?” or “Tēnā, kōrero anō.”

5. 29–36 min · Class challenge. Show a new sequence on the changing-sequence challenge slides. Secretly change two positions while students close their eyes, then ask: “Ko wai te tuawhā?” “Ko wai te tuaono?” and “He aha te tūnga tuatoru?” Students answer individually on mini whiteboards or by pointing, then compare with a partner. Invite Years 5–6 students to ask a question using tuawhitu–tuangahuru; younger students may focus on tuatahi–tuatoru.

6. 36–40 min · Review and exit check. Return to the final review slides and display three people or objects in a sequence. Students respond to two oral questions: “Ko wai te tuatahi?” and “Ko wai te tuatoru?” Each student then tells a partner one ordinal number and uses it in a sentence. Finish by asking two volunteers to ask the class a clear question.

Resources

• One slide deck covering the hook, ordinal vocabulary, modelling, group instructions, changing-sequence challenge and review
• the ordinal sequence practice sheet
• Six sets of people or character picture cards
• Name labels or object cards
• Mini whiteboards, pens and erasers
• Board or display screen
• Optional ordinal number word cards from tuatahi to tuaono

Assessment

• Listen during repetition and partner practice for accurate pronunciation of ordinal numbers, especially the difference between tuatahi, tuarua and tuatoru.
• During group work, check whether students can independently ask about a particular position and answer in the pattern “Ko ___ te ___.”
• Use the final oral questions to identify students who recognise an ordinal number but need support placing it in a complete sentence.

Differentiation

• Support Years 1–2 learners with only tuatahi, tuarua and tuatoru, picture cues, gestures, repeated modelling and the sentence frames “Ko wai te ___?” and “Ko ___ te ___.”
• Provide mixed-age or mixed-confidence pairs so learners can rehearse before speaking to the group. Allow students to point to the correct position before saying the answer.
• For Years 3–4, extend to tuawhā, tuarima and tuaono and require both a question and a complete answer.
• Challenge Years 5–6 learners to use tuawhitu–tuangahuru, ask about objects as well as people, rearrange a sequence, and give clear directions for a partner to follow.
• For learners needing language or processing support, keep the sequence visible, use consistent pronunciation, offer oral rather than written responses, and accept drawing or matching before independent writing.