Number Sense 0–10

Overview

This is lesson 4 of 15 in the unit Exploring Number Structures. Today students practise reading and writing whole numbers 0 to 10 using short, game-based activities that build counting fluency and numeral recognition.

Learning intentions

• WALT read and recognise whole numbers from 0 to 10.

• WALT write whole numbers from 0 to 10 with correct numeral forms.

• WALT count forward from 0 to 10 and back from 10 to 0.

• WALT explain how we know a number is correct using number words and number symbols.

Success criteria

• I can point to and say the number when I see 0 to 10.

• I can match number words (“six”) to number symbols (“6”).

• I can write 0 to 10 in order.

• I can check my work by counting and using number words.

Curriculum links

• Mathematics and Statistics: Number and Algebra — using whole numbers and counting; recognising, representing, and ordering numbers.

• Te reo: Students use number words and symbols to communicate “how many” and “which number”.

• Key competency — Thinking: make sense of number patterns and check accuracy during games.

• Key competency — Using language, symbols, and texts: represent numbers in oral and written forms.

• Key competency — Participating and contributing: take turns fairly and listen to peers’ number explanations.

Lesson structure (45 minutes)

• 0–5 min · Welcome and warm-up. Teacher brings out number cards 0–10 and models counting from 0 to 10 slowly, then quickly; students do a guided echo count and name one number they notice in the display.

• 5–12 min · Game 1: “Number Grab” (recognise numerals). Teacher places 0–10 cards face down; each student draws one card, says the number word, then shows it to the group while the teacher checks for correct numeral recognition.

• 12–22 min · Direct teach mini-focus: one-to-one correspondence. Teacher writes 0–10 on a large strip (in mixed order too), then demonstrates: “I point to one number at a time while I count.” Students practise with finger pointing and chorally count while teacher moves a pointer across the sequence.

• 22–33 min · Game 2: “Number Word Match” (link words to symbols). Teacher holds up a number word card (e.g., “seven”) and students find the matching numeral from a small set laid on the mat (0–10). Each student states the numeral, and the teacher asks: “How do you know?” Students answer using counting (“I counted 0, 1, 2…”).

• Writing workshop: “Write It Right” (0–10). Teacher hands each student a simple worksheet or whiteboard template with rows for writing numerals 0–10 (optionally with a word bank o

• 33–41 min · f number words). Students copy and then self-check by counting aloud from 0 to 10 and tracing over any numeral they want to revise. Teacher circulates using prompts: “Say the number you are writing.” “Is it bigger or smaller than 5?”

• 41–45 min · Exit check: “Show Me Two.” Teacher calls two numbers (one familiar, one less familiar). Students show the correct numeral using individual number cards or write them quickly, then say each number word.

Resources

• Number cards 0–10 (large for teacher display, and small for student use)

• Face-down card set for Number Grab

• Number word cards (zero to ten)

• Floor/mat or table space for matching game

• Student writing boards or worksheets with space to write 0–10

• Number word bank (optional, for support)

• Marker pens, pencils, or crayons

• Pointer or coloured stick for the large number strip

• Timer or visual for keeping game turns short

Assessment

• Observation during Game 1: correct naming of numerals 0–10 and ability to identify errors.

• Observation during Game 2: correct matching of number words to number symbols and use of counting to justify.

• Exit check: students show/write two called numerals and say the number words accurately.

• Informal feedback during writing: check numeral formation and self-check behaviour (counting to verify).

Differentiation

• Support:

• Provide number word bank and a model line showing correct numeral writing.

• Use fewer options in early rounds (e.g., 0–5 first) before moving to 0–10.

• Offer sentence starters: “I know it is ___ because I counted ___.”

• Allow students to use finger-point counting while choosing the matching numeral.

• Extension:

• Invite a “mystery number” round: teacher shows a numeral and students tell the number before and after (within 0–10).

• Challenge: students arrange 0–10 numerals in order from memory.

• EAL/SEN considerations:

• Keep language consistent: always use the same number words and the same prompts (“Which number is this?” “How do you know?”).

• Use visuals (number cards, number words) to reduce reliance on spoken language.

• Provide extra time for writing and allow oral rehearsal before writing.