Number Neighbours

Overview

This is lesson 3 of 5 in the unit Early Number Foundations. Students use a floor number line, movement and numeral cards to identify the number before and after a target number, connecting counting sequences with the ideas of one more and one less.

Learning intentions

We are learning to:

• identify the number before and after a given number
• place numbers in counting order
• use counting sequences to reason about position and quantity
• explain that the next number is one more and the previous number is one less

Success criteria

• I can say the number before and after numbers to 10.
• I can place numbers in order.
• I can explain that the next number is one more and the previous number is one less.
• I can use a number line or objects to help explain my thinking.

Curriculum links

• Te Mātaiaho Mathematics and Statistics: Number, first six months — counting forwards and backwards.
• Te Mātaiaho Mathematics and Statistics: Number — ordering numbers and identifying the number before and after.
• Mathematical and statistical practices — using representations, explaining thinking and noticing relationships.
• Mathsteasers — using simple reasoning questions to deepen understanding for learners ready for challenge.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and counting warm-up. Teacher revisits forwards counting from 1 to 10, then leads backwards counting from 5, using familiar language for number sequences alongside English and te reo Māori where appropriate. Students count together, show numbers on their fingers and step forwards or backwards as they count.

2. 7–17 min · Walk the number path. Teacher places a floor number line from 1 to 10 and models: “I am standing on 4. The number after 4 is 5 because I move one step forwards. The number before 4 is 3 because I move one step backwards.” Students take turns standing on a number and answering, “What comes after?” and “What comes before?” Include a journey context such as travelling from home to kura, the marae, the park or a local landmark. Ask: “How do you know?”

3. 17–27 min · Human number line. Teacher gives selected students numeral cards and asks the class to help arrange them in order. Open the number-path modelling slides for visual prompts showing a target number, one step forwards and one step backwards. Students become a human number line, check whether the sequence is correct and fill gaps when one child steps away. Repeat with numbers 1–10, including a missing number between two cards.

4. 27–42 min · Number Neighbours game. Teacher demonstrates the game with a target card: the two children holding the numbers immediately before and after stand beside the target. Use the numbers flashcards for targets and neighbouring numbers. In groups of five, students choose a target, find its two neighbours and explain their choices using the sentence frame: “___ is before ___ because it is one less. ___ is after ___ because it is one more.” Students can use the floor number line to check.

5. 42–54 min · Draw, build and record. Teacher distributes the before-and-after recording sheet and models one example with linking cubes: build 6, add one to make 7, remove one to make 5. Students complete pictures or numerals showing the number before and after each target. Pause for partner checks: one child points to the target and the other explains the relationship. Encourage students to solve without reciting from 1 when they can reason from the target.

6. 54–60 min · Share and exit check. Teacher returns to the final discussion and exit-check slides and asks: “What changes when we move one step forwards? What changes when we move one step backwards?” Students answer orally, then individually respond to two quick prompts: “What comes before 8?” and “What comes after 6?” Invite two students to justify an answer using the words one more or one less.

Resources

• the number-path modelling slides
• the before-and-after recording sheet
• the numbers flashcards
• Floor number line from 1 to 10
• Linking cubes or counters
• Hoops for grouping
• Mini-whiteboards and pens
• Open floor space

Assessment

• Observe whether students locate, name and justify the numbers before and after a target.
• Note whether students rely on reciting the whole sequence or reason by moving one step from the target.
• Collect the worksheet and use the final two prompts to identify students needing further support or practice.

Differentiation

• Support learners with a visible number line, body movement, concrete objects and numbers to 5 before progressing to 10. Use repeated oral sentence frames and allow children to respond in their preferred language before sharing in English or te reo Māori.
• Pair students strategically during the human number line and Number Neighbours game. Give one student a target card and two possible choices if selecting from many cards is overwhelming.
• For learners ready for challenge, use numbers to 20, include backward counting and ask: “How can you show that the number after the number before 9 is 9?” Ask them to explain without pointing to every number.
• Provide enlarged numerals, uncluttered worksheet spaces, extra processing time and a seated or tactile alternative for students who find movement difficult.