Tatau me ngā kēmu

Overview

Students learn and practise the Māori numbers from 1 to 10 through repetition, movement and partner games. The lesson builds confidence in using formulaic language to interact with others and communicate information on the spot.

Learning intentions

• WALT say the numbers 1–10 in te reo Māori.
• WALT recognise spoken and written numbers 1–10.
• WALT use numbers in a polite interaction with a partner.
• WALT listen carefully and respond appropriately during games.

Success criteria

• I can say: tahi, rua, toru, whā, rima, ono, whitu, waru, iwa, tekau.
• I can match a Māori number word to the correct quantity or numeral.
• I can ask and answer, “E hia?” and “E ___.”
• I can take turns, encourage others and use polite language.

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.
• Cultural and sociolinguistic knowledge — giving and following instructions respectfully, clearly and purposefully.
• Kōrero ā tuhi — preparing and writing short texts on familiar topics.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and hook. Teacher greets the class with “Tēnā koutou katoa” and displays a picture of ten colourful objects in the opening number image. Ask, “E hia ngā mea?” Students quietly estimate, then share the number in English before hearing the Māori word.

2. 4–9 min · Teach and echo. Teacher uses the number vocabulary slides to introduce the number words one at a time, showing the numeral, word and matching quantity. Model pronunciation clearly, especially the macrons in whā and tekau; students echo as a class, then in two groups. Number sequence: tahi (1), rua (2), toru (3), whā (4), rima (5), ono (6), whitu (7), waru (8), iwa (9), tekau (10).

3. 9–14 min · Number actions. Teacher explains the game using the movement game instructions: call a Māori number and show a matching number of fingers, claps or taps. Begin slowly, then vary the order. Students respond physically and say the number together. Include “Kia rite?” (Are you ready?), “Tīmata!” (Start!) and “Kāti!” (Stop!). Repeat with the teacher deliberately showing an incorrect quantity occasionally. Students say “Kāo!” and correct the teacher by saying the right number.

4. 14–22 min · Partner game: “E hia?” Teacher places students in 13 pairs and models the exchange with a student: one partner secretly chooses or shows a quantity from 1–10 using counters, fingers or classroom objects; the other asks, “E hia?” The first answers, “E [number].” Students swap roles after each turn and use the partner-game example and prompts for support. After two practice rounds, partners play “Fast fingers”: one student shows fingers for a number while the other says the Māori word. Partners earn a point for an accurate answer, but must respond kindly with “Ka pai!” or “Kia kaha!” when encouraging one another.

5. 22–27 min · Individual check and recording. Distribute the numbers 1–10 practice sheet. Teacher says five numbers in a mixed order; students circle or match the numeral they hear, then complete a short matching task linking selected Māori number words to numerals. Students may whisper-read the words to a partner after attempting the task independently. Finish with a quick whole-class count forwards from tahi to tekau and backwards from tekau to tahi.

6. 27–30 min · Plenary and exit response. Teacher displays the final recall and reflection slides and points to three numerals. Students say each number to a partner, then volunteer one word they remember. Ask, “He aha tō tino pai?” (What are you best at?) Students respond with a number word or “Kei te ako au” (I am learning).

Resources

• the interactive number slides
• the numbers 1–10 practice sheet
• Counters, blocks or small classroom objects
• Whiteboard and marker
• Number cards or numeral cards from 1–10
• Pencils and colouring pencils
• Open floor space for movement

Assessment

• Listen during echo practice and movement responses, noting accurate pronunciation and recognition of tahi–tekau.
• During the partner game, check whether students can ask “E hia?” and answer using a Māori number word rather than only pointing.
• Use the worksheet and final three-number response as a quick record of individual listening, recognition and recall.

Differentiation

• Support learners with the number sequence visible throughout, gestures, fingers, counters and repeated oral modelling. Allow students to answer alongside a confident partner before answering independently.
• For EAL learners and students needing additional support, use the same sentence frame repeatedly: “E hia?” — “E ___.” Pair them with a patient speaker and accept pointing followed by oral repetition.
• Reduce the initial choice to 1–5, then extend to 6–10 when students are ready. Avoid requiring students to read every word before they can participate orally.
• Extension learners can become the caller in the movement game, choose numbers in a mixed order, count objects accurately to 10, or challenge a partner to answer without seeing the numeral.

Extension

• Students create a ten-object collection and present it to a partner: “E hia?” — “E tekau” or the appropriate number.
• Confident students lead a small group counting forwards and backwards, checking pronunciation respectfully.