Achievement objectives

Students will:

1.3 communicate about number, using the days of the week, months, and dates

2.4 communicate about time, weather, and seasons.

Learning intentions

Possible learning intentions for this unit of work are to:

• understand the numbers one to one hundred in spoken language
• count out loud from one to one hundred
• read numbers (as words) from one to one hundred
• write numbers (as words) from one to one hundred
• understand, formulate, and respond to simple statements and questions about numbers of objects, using the numbers one to twenty
• understand, formulate, and respond to simple statements and questions about people, using the numbers one to twenty
• understand and respond to simple statements and questions, using the ordinal numbers from first to ninth
• understand the names for the days of the week in spoken language
• say, read, and write the names of the days of the week
• ask and answer simple questions about the days of the week
• understand the names for the months of the year in spoken language
• say, read, and write the names for the months of the year
• ask and answer simple questions about the months of the year
• combine numbers with the names of the days and the months to express a date.

Possible learning intentions for extension are to:

• state age using number knowledge
• express rank using ordinal numbers
• express the temperature using number knowledge
• tell the time using number knowledge and time-telling conventions
• group people together using the prefix “taki-”
• communicate about a specific quantity
• communicate about measurement
• extend the use of the prefix “toko-″ to communicate “a few people” and “many people”
• name some simple fractions by adding the prefix “hau-″ to a number
• use the language of addition
• use the language of subtraction
• use the language of multiplication
• use the language of division
• compare numbers and the size of things
• explore number expressions in Māori
• explore some synonyms.

Tasks and activities 

The tasks and activities below are at varying levels of difficulty, to give the flexibility to meet the diverse needs of students. They can be done individually, in pairs, or in groups.  

Translations

Beside the examples of te reo Māori in the following tasks and activities, English translations are provided to assist you. They are not literal translations, but how to communicate the same thing in English. This support does not mean that you should necessarily say the English. That depends on the task or activity and your students' needs. 

See Materials that come with this resource to download:

• Ngā Tau Worksheet 6.1 (.pdf)
• Ngā Tau Worksheet 6.2 (.pdf)
• Ngā Tau Worksheet 6.3 (.pdf)
• Ngā Tau Worksheet 6.4 (.pdf)
• Ngā Tau Worksheet 6.5 (.pdf)
• Ngā Tau Worksheet 6.6 (.pdf)
• Ngā Tau Worksheet 6.8 (.pdf)

Assessment opportunities

To improve student learning in te reo Māori, assessment is best seen as an ongoing process that arises out of the relationship between teaching and learning – where the gathering and analysis of evidence, much of it of the moment, provides useful information on your students’ acquisition of te reo Māori. Through the gathering of such evidence, you will gain insights that will shape your practice, and your students will gain insights that will shape their learning.

In the curriculum guidelines, Te Aho Arataki, there are suggestions for possible learning and assessment activities for curriculum levels 1–2 and curriculum levels 3–4. In addition, there is helpful material collected online in Te Whakaipurangi Rauemi. This collection elaborates on some of the communicative tasks outlined in Tasks and activities, including cloze tasks, dycomm tasks, information transfer tasks, multi-choice tasks, strip stories, same-different tasks, dictocomps, listen-and-draw tasks, true-false-make it right tasks, and 4–3–2 tasks.

Ways to monitor progress, both informally and formally:

• Observe your students as they work on different communicative tasks and activities, individually, in pairs, or in groups, and assess their performance. Do they have the necessary vocabulary to communicate about number meaningfully? Is the language that they are using accurate? Can they formulate number-related questions? Can they work with classmates to communicate about number? Are they using language “chunks”, going beyond individual words to create meaning? (For more information about lexical chunks, see M. Lewis (2002), The Lexical Approach.) Do they transfer what they have learned into other areas? Do you apply your knowledge of te reo Māori and tikanga Māori to different areas of the curriculum, as a model for your students?

• Factor in to your Māori language programme formal assessment opportunities so that the students’ performance is measured by their doing tasks that are framed in authentic language learning contexts.

Using tasks to assess learning

You and your students could use any of the suggestions described in the Tasks and activities section to assess learning. Alternatively, the students could participate in a 4–3–2 task, where you give them four, then three, and then two minutes (or other appropriate amounts of time) to talk about a picture containing different numbers of objects and people.

Related topics

• Science – time.

Waiata

Here is a song about the days of the week. A second one, “Ngā Rā o te Wiki”, is in Hei Waiata Hei Whakakoakoa.

“Mane, Tūrei, Wenerei” (to the tune of “Day O”)

Notice that this song uses two different words for Saturday. Speakers of te reo Māori use both.

Stories

He Kupenga Hao i te Reo (2002). He Whakataetae Omaoma. Wellington: Learning Media. [This Pīpī book shows runners coming from first to fifth in a race.]

He Kupenga Hao i te Reo (2002). Rapua. Wellington: Learning Media. [This Pīpī book introduces the idea of sets.]

He Kupenga Hao i te Reo (2002). Raupapahia. Wellington: Learning Media. [This Pīpī book counts steps in a process, from first to fifth.]

He Kupenga Hao i te Reo (2002). Raupapahia te Wā. Wellington: Learning Media. [This Pīpī book introduces the concept of clock time.]

He Kupenga Hao i te Reo (2002). Tatauria 1, 2, 5, 10, 20. Wellington: Learning Media. [This Pīpī book introduces the concept of doubling.]

He Kupenga Hao i te Reo (2002). Tatau Mawhiti Rima. Wellington: Learning Media. [This Pīpī book introduces counting in fives.]

He Kupenga Hao i te Reo (2002). Tatau Mawhiti Rua. Wellington: Learning Media. [This Pīpī book introduces the difference between counting objects and counting people.]

He Kupenga Hao i te Reo (2002). Tatauria 1–20. Wellington: Learning Media. [This Pīpī book introduces the number sequence from one to twenty.]

He Kupenga Hao i te Reo (2002). Tokohia. Wellington: Learning Media. [This Pīpī book counts people from six to ten.]

Kaa, Oho (2006). Te Oma a Renata. Wellington: Learning Media. [This He Purapura book includes a running race.]

Kaa, Oho (1998). Te Rā Hokohoko a Rawinia. Wellington: Huia Publishers. [This Ngā Kete Kōrero book includes some of the language of shopping.]

Mahuika, Apirana (2000). Poaka Kunekune. Wellington: Learning Media. [This story about a pig is one of ten enlarged He Purapura books published with teachers’ notes.]

Mahuika, Karin (2000). Kei roto i te Moana. Wellington: Learning Media. [This story about a taniwha is one of ten enlarged He Purapura books published with teachers’ notes.]

Mahuika, Karin (2005). O Taiao 1–5. Wellington: Learning Media. [This Pīpī book counts objects and people from one to five.]

Mahuika, Karin (2005). O Taiao 6–10. Wellington: Learning Media. [This Pīpī book counts objects from six to ten.]

Mahuika, Karin and Pewhairangi, Karen (2004). E Kore ngā Waewae. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of zero.]

Mahuika, Karin and Pewhairangi, Karen (2004). E Rima ngā Matimati. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of rima.]

Mahuika, Karin and Pewhairangi, Karen (2004). E Toru ngā Pea. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of toru.]

Mahuika, Karin and Pewhairangi, Karen (2004). Ko Au Tēnei E Haka Ana! Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of rua.]

Mahuika, Karin and Pewhairangi, Karen (2004). Kurī Pahupahu. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of whā.]

Mahuika, Karin and Pewhairangi, Karen (2005). Ngā Tākaro a ngā Tamariki. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of tekau.]

Mahuika, Karin and Pewhairangi, Karen (2005). O Tangaroa. Wellington: Learning Media. [This Pīpī book tells a story that includes the language of subtraction.]

Mahuika, Karin and Pewhairangi, Karen (2005). Tama Tū, Tama Ora. Wellington: Learning Media. [This Pīpī book tells a story that includes the language of addition.]

Mahuika, Karin and Pewhairangi, Karen (2005). Tekau ngā Tamariki Porohīanga. Wellington: Learning Media. [This Pīpī book tells a story that includes the language of subtraction.]

Mahuika, Karin and Pewhairangi, Karen (2005). Te Mīhini Mūrere a Koro Rearua. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of doubling.]

Mahuika, Karin and Pewhairangi, Karen (2005). Te Mīhini Mūrere a Kui Hautua. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of one half.]

Mahuika, Karin and Pewhairangi, Karen (2004). Te Ngeru Matekai. Wellington: Learning Media. [This Pīpī book tells a story that illustrates the concept of tahi.]

Mahuika, Karin and Pewhairangi, Karen (2005). Te Rā Whānau o Matua Poaka. Wellington: Learning Media. [This Pīpī book tells a story that includes the language of addition.]

Mahuika, Karin and Pewhairangi, Karen (2005). Te Taunga Waka Ātea. Wellington: Learning Media. [This Pīpī book tells a story that includes the language of subtraction.]

Ministry of Education (2007). 1. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features kotahi.]

Ministry of Education (2007). 2. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features rua.]

Ministry of Education (2007). 3. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features toru.]

Ministry of Education (2007). 4. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features whā.]

Ministry of Education (2007). 5. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features rima.]

Ministry of Education (2007). 6. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features ono.]

Ministry of Education (2008). 7. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features whitu.]

Ministry of Education (2008). 8. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features waru.]

Ministry of Education (2008). 9. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features iwa.]

Ministry of Education (2008). 10. Wellington: Learning Media. [This Pīpī book, with its companion big book, tells a story that features tekau.]

Ministry of Education (2004). Ara Pūreta Māori. Wellington: Learning Media. [This is a Māori alphabet frieze in the Participation series.]

Rau, Cath (2002). Ngā Kaihoe. Ngaruawahia: Kia Ata Mai. [This Ngā Kete Kōrero book counts paddlers in a canoe.]

Taute, Hera (2003). Ngā Rā o te Wiki. Wellington: Huia Publishers. [This Ngā Kete Kōrero book describes what happens on each day of a week.]

Te Rōpū a Huia (2000). Tokohia ngā Tamariki? Wellington: Huia Publishers. [This Ngā Kete Kōrero book counts people.]

Beginning School Mathematics

If still available in your school, consider using the Beginning School Mathematics (BSM) zero to twenty cards, as well as the following: 1-3-82 (simple sequence stories for the ordinal numbers), 3-1-45 (cardinal numbers and classroom objects), 3-1-46 (cardinal numbers and Māori content that includes kete, matau, weri, kotiate, tuna, pōtaka, and kūtai), 3-3-49 (cardinal numbers and colours), 6-3-44 (cardinal numbers and animals), 7-1-84 (cardinal numbers, with two sets on each card, which you could use for true-false statements), 8-2-81 (a blackline copymaster with a grid with classroom objects on it – measuring distances between objects), 10-2-14 (a master set of cards using the transliterated names for months), 9-1-53 (domino lines), and 11-2-57 (clock time).

Additional support

For teaching days of the week, counting and expressing cost, further support is available at https://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans  (See Curriculum levels 1-4).

References

Amery, H. (2007). First Hundred Words in Māori. Wellington: Huia Publishers. [See page 32 for numbers.]

Amery, H. (2006). First Thousand Words in Māori. Wellington: Huia Publishers. [See page 46 for the days of the week and page 53 for numbers].

Lewis, M. (2002). The Lexical Approach: The State of ELT and the Way Forward. South Melbourne: Thomson Heinle.

Litchfield, Jo (2009). Everyday Words in Māori. Wellington: Huia Publishers. [See page 43 for the numbers.]

Ministry of Education (2008). Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of te Reo Māori in English-medium Schools: Years 1–8. Wellington: Learning Media. [Book and CD]

Ministry of Education (2006). Tirohia Kimihia: He Kete Wherawhera. Wellington: Huia Publishers. [See page 259 for a chart of the days of the week and the months of the year.]

Ngata, H. M. (1993). English–Māori Dictionary. Wellington: Learning Media. [See page 546 for numbers.] 

Watene, Linda (2004). Easy te Reo Māori Activities: Introducing Māori into Mainstream Classrooms. New Plymouth: Curriculum Concepts.

Watene, Linda (2005). More Easy te Reo Māori Activities: Introducing Māori into Mainstream Classrooms. New Plymouth: Curriculum Concepts.