Tahi Rua Toru

Overview

Students learn to recognise and say the numbers 1–10 in te reo Māori through a short, repetitive counting song. The lesson uses rhythm, actions and whole-class participation so Year 1 students can communicate confidently with familiar formulaic language.

Learning intentions

• WALT count from 1 to 10 in te reo Māori.
• WALT join in with a counting waiata.
• WALT listen for and say number words clearly.

Success criteria

• I can join in with the counting song.
• I can say some or all of the numbers from tahi to tekau.
• I can use actions to show the number sequence.

Curriculum links

• Te Reo Māori — Emergent 1 Pāhekoheko: beginning to interact and communicate confidently in culturally appropriate ways.
• Te Reo Māori — Emergent 1 Pāhekoheko: using formulaic language to support meaningful interactions.
• Te Reo Māori — Emergent 1 Pāhekoheko: communicating information on the spot in a context relevant to themselves and their immediate environment.
• Te Reo Māori — Emergent 1 Pānui: beginning to understand short written texts containing some unfamiliar language.

Lesson structure (4 minutes)

1. 0–30 seconds · Welcome and hook. Teacher gathers students in a circle, opens the counting song introduction slide, and says, “Ka ako tātou ki te tatau mai i te tahi ki te tekau.” Students listen and repeat the learning focus with simple counting actions.

2. 30 seconds–1 minute · Model the numbers. Teacher displays the numbers 1–10 visual, points slowly to each number and models: “tahi, rua, toru, whā, rima, ono, whitu, waru, iwa, tekau.” Students echo each word while showing one finger for each number.

3. 1–2 minutes · Teach the waiata. Teacher plays or leads the counting waiata slide, singing the sequence slowly to a familiar tune such as “Frère Jacques”: “Tahi, rua, toru, whā / Rima, ono, whitu, waru / Iwa, tekau / Iwa, tekau.” Students join in, using one action per number and copying the teacher’s pronunciation.

4. 2–3 minutes · Count together. Teacher sings the waiata again, pointing to the number visuals and pausing briefly before “iwa” and “tekau” for students to supply the words. Students sing, count on their fingers and keep a steady beat by tapping their knees.

5. 3–3½ minutes · Partner check. Teacher asks students to turn to a partner and count together from 1 to 10, using the partner-counting prompt for visual support. Students take turns: one points or shows fingers while the other says the numbers, then they swap.

6. 3½–4 minutes · Plenary and assessment. Teacher sings the final line with the class, then points randomly to three number visuals and asks, “He aha tēnei?” Students respond with the matching number word; the class finishes with “Ka pai!” and a quiet thumbs-up self-check.

Resources

• the counting song slide deck
• Teacher voice or audio recording of the counting waiata
• Open floor or circle space
• Number visuals from 1 to 10
• Optional hand puppets or counting objects for modelling

Assessment

• Listen during echoing and singing for students’ pronunciation of the number sequence, particularly whā, whitu, waru, iwa and tekau.
• During the partner check, note who can independently produce the sequence and who relies on the visual prompt or a peer.
• Use the random pointing check to identify three groups: students confident with 1–10, students needing more practice, and students ready to count without visual support.

Differentiation

• Support learners with large number visuals, finger actions, repeated modelling and a slower second performance. Accept joining through actions or selected number words before expecting the full sequence.
• Pair students strategically so a confident speaker can model without taking over. Allow students to point while a partner says the word.
• For students who need additional language support, rehearse in smaller groups and use the same waiata routinely across the week.
• Extend confident students by asking them to lead the pointing, count backwards from tekau to tahi with teacher support, or count a group of classroom objects.