Counting Collections — Aviary & Wētā Survey
Progression 1 (Years 1–2) Number | Counting, subitising, and composing within 20 using Hamilton Zoo and nearby conservation sites.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: additive thinking within 20
Key idea: count-on beats count-all
Ākonga are learning to:
- Recognise small quantities quickly (subitise to 5) and compose to 10.
- Count on from any number within 20 without starting at 1.
- Represent the same number in more than one way (part-part-whole).
Success looks like:
- I can show a set on a tens frame and say the number using “I saw 5 and …”.
- I can start at 7 and count on 3, landing on 10.
- I can give two partitions for the same number (e.g., 12 = 10+2 and 7+5).
Teacher prompts
- “What did you see first?” (anchor subitising)
- “Start at ___ and count on ___.”
- “Show it two different ways. How are they the same?”
Kupu / Vocabulary
- number / tau
- count / tatau
- more / nui ake
- less / iti ake
- tens / tekau
- ones / tahi
- part-part-whole / wāhanga-wāhanga-katoa
🎥 Media Anchor (8 mins)
Video: Early Number Sense Strategies for Young Learners
- What counting or grouping move from the clip can you use in our warm-up task?
- How could you teach this strategy to a classmate or whānau member?
Materials
- Tens frames, counters (or bird/leaf tokens), clipboards.
- Printed mini-photos of Hamilton Zoo birds and wētā cards (hideouts).
- 0–20 floor number line (chalk/tape) for the “zoo path.”
- A5 Handout: Counting Collections (use Progression 1 generator from unit page).
Lesson Flow
Hook (5–7 mins)
- Show a 3-second “quick image” of 4–6 birds on a branch; ask “How many? How do you know?”
- Connect to today’s mahi: counting birds in the aviary and wētā hideouts for kaitiaki records.
Teach/Model (10–12 mins)
- Model subitising to 5 on tens frames; then cover and reveal to strengthen images.
- Demonstrate counting on: start from 7, add 3 more birds; track on a number line and tens frame.
- Model two partitions of 10 and 12 using counters (10+0, 9+1, 8+2; then 10+2, 6+6).
Guided Practice (15 mins)
- Station A (Aviary): pre-set trays of 6–15 bird tokens; learners subitise, then count on to confirm; record number word and numeral.
- Station B (Wētā hideouts): dot plates 5–12; learners show on tens frame, then create another way to make the same number.
- Station C (Zoo path): hop number line forward/back 1–3 steps; call out start/landing numbers.
Independent/Extension (10–12 mins)
- Choose a tray, make two equations that match (e.g., 9 = 5+4 and 9 = 10-1).
- Extension: “Which is closer to 10?” Compare two sets; justify using counting-on.
- Support: build to 10 on tens frame, then add extras; rehearse number word with a peer.
Exit Check (5 mins)
- Show a quick image of 8, 11, or 14; learners write two partitions and the numeral.
- Listen for counting-on vs. counting-all; note next steps.
Place-based options
- On-site: tally birds on the Hamilton Zoo boardwalk (safety brief first).
- Virtual: use a Tiritiri Matangi live-cam clip; pause and count visits per 10 seconds.
- Local bush: count wētā hotels/leaf litter groups; compare to class-made tens frames.
Representations to foreground: tens frames for subitising, number line for counting-on/back, part-part-whole diagrams to justify partitions.
Differentiation & Support
Scaffolds
- Keep collections to 10; use five-frames before ten-frames.
- Cover part of the tens frame: “I saw 5 and 2 more.”
- Use finger patterns or dice dots to bridge to frames.
Extensions
- Compare two collections and state the difference.
- Record equations using symbols (+, −, =).
- Create a class “zoo total” by combining station counts.
Common Misconceptions
- Counts start at 1 even when asked to count on. Remedy: point to the start number and say it once, then count on.
- Ten-frame confusion when a row is partially filled. Remedy: always anchor five first.
- Belief that only one partition is correct. Remedy: model at least two ways every time.
Assessment & Evidence
- Anecdotal notes: strategy used (count-all vs. count-on), accuracy to 20.
- Exit slip: two partitions for 8/11/14 plus numeral and word.
- Photo of tens frame builds with learner voice: “I knew it was 12 because…”
Whānau Connection
- Send home a “counting walk” prompt: count steps, shells, leaves; record with a simple drawing.
- Invite whānau to share local kaitiaki observations (birds, insects, flowers) for class tallies.
Handout Link
Use the Progression 1 handout generator on the unit page for A5 sheets (mixed add/sub within 20). For this lesson, select “Mixed” or “Doubles/near doubles” with range 0–20 and 20–24 questions.
Curriculum alignment
- Statistics — Knowledge: - 1st, 2nd, 3rd, 4th, 5th - add, plus, join - between - combine - compare, order - how many, total, all together - largest, smallest - more, less - next, before, after - numbe…
- Number — Knowledge: - Counting in 2s from zero or an even number produces even numbers. - Counting in 2s from an odd number produces odd numbers.
- Number — Practices: - Arrays and groups can be used to represent and solve multiplication and division problems. - Multiplying and dividing by 1 gives the same number (the identity property of mu…
- Measurement — Knowledge: - Counting in 2s from zero or an even number produces even numbers. - Counting in 2s from an odd number produces odd numbers.
- Measurement — Practices: - Arrays and groups can be used to represent and solve multiplication and division problems. - Multiplying and dividing by 1 gives the same number (the identity property of mu…
Curriculum alignment
- Number and Algebra — Number Strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
- Number and Algebra — Patterns and Relationships: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, counting) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p1 l1 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.