Tau kē te tatau

Overview

A fast, playful Pāngarau warm-up for nine Years 3–4 ākonga. Students practise identifying numbers, rounding to the nearest 10, recognising fractions with denominators 1, 2, 5 and 10, and recalling multiplication facts. The lesson then finishes with a quick individual check.

Learning intentions

• WALT identify and read numbers confidently.
• WALT round numbers to the nearest 10.
• WALT recognise simple fractions and connect them to multiplication facts.
• WALT explain our mathematical thinking using numbers, pictures and words.

Success criteria

• I can say whether a number rounds up or down to the nearest 10.
• I can identify halves, fifths and tenths in a picture or set.
• I can solve or represent multiplication facts using equal groups.
• I can explain how I know my answer is correct.

Curriculum links

• Pāngarau — tapeke raupapa tāpiri: noticing and extending number patterns and totals.
• Pāngarau — rōnaki: recognising how numbers increase or decrease along a number line.
• Pāngarau — tauira horahora hauropi: representing quantities as organised groups or patterns.
• Pāngarau — tepe o te tika: considering whether an answer is close, exact or needs checking.

Lesson structure (10 minutes)

1. 0–1 min · Kupu whakaoho and goal. Teacher welcomes the class in te reo Māori, displays the opening mystery question and asks, “He aha te tau? What number could be hiding?” Students sit in a circle or at tables, listen to the learning intention and show readiness with a silent thumbs-up.

2. 1–3 min · Number detective. Teacher uses the number detective slides to show three large numbers, such as 27, 54 and 81, one at a time; students say each number, identify its tens and ones, and point to where it belongs on an imaginary number line. Students respond together, then explain one answer to a partner using “Ko ___ te tau. He ___ tekau, he ___ kotahi.”

3. 3–5 min · Round-the-corner game. Teacher reveals a number between 10 and 100 on the rounding challenge slide, places an imaginary “nearest 10” doorway at each end, and asks whether the number rounds up or down. Students show one finger for “round down” and two fingers for “round up”, then give the rounded number; include a halfway example such as 35 and briefly reinforce the class rule for 5.

Use examples such as 23 → 20, 47 → 50 and 65 → 70. Keep the pace brisk, accepting choral answers before selecting one ākonga to explain the decision.

4. 5–7 min · Fraction flash. Teacher shows shaded shapes and equal sets on the fraction flash slides and asks, “He aha tēnei hautanga?” Students use their fingers to show 1 whole, 1 half, 1 fifth or 1 tenth, then say the fraction in te reo Māori or English as appropriate: kotahi katoa, haurua, kotahi-rima or kotahi-tekau. Teacher checks that students notice equal parts rather than simply counting shaded pieces.

5. 7–9 min · Multiply it, make it. Teacher gives each pair a quick oral challenge from the multiplication make-it slide, for example 2 × 5, 5 × 2, 10 × 3 or 5 × 5. Students use fingers, counters or quick drawings to make equal groups, say the repeated addition and give the product. Invite one pair to show how 5 × 2 and 2 × 5 are related.

6. 9–10 min · Independent exit check. Teacher distributes the one-minute number and fraction check and asks students to complete three items: round 36 to the nearest 10, shade one-half of a shape, and solve 5 × 2. Students hand in the check or hold it up for a quick scan while the teacher celebrates effort and identifies the next teaching need.

Resources

• the number, rounding, fraction and multiplication warm-up deck
• the one-minute number and fraction check
• Mini-whiteboards or scrap paper
• Whiteboard and marker
• Counters, bottle tops or linking cubes
• Number line from 0 to 100
• Pencils and colouring pencils

Assessment

• Listen for accurate number names, tens-and-ones language and explanations during the number detective activity.
• Use finger responses and partner explanations to identify misconceptions about rounding, equal parts and multiplication.
• Quickly mark the three-item check after the session; group students for follow-up practice based on the skill needing support.

Differentiation

• Support learners with a visible 0–100 number line, physically marked multiples of 10, and counters arranged into equal groups.
• Provide sentence frames such as “___ is closer to ___ because…” and “___ groups of ___ makes ___.”
• For ākonga developing confidence in te reo Māori, accept a mathematical response in English first, then model and repeat the relevant kupu Māori; pair with a supportive speaker.
• Extend ready learners by asking them to create a new rounding challenge, explain why 35 is a useful discussion number, or find two multiplication facts with the same product.