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Te Kaupae Ako
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He Tauira Whakawhitiwhiti Kōrero (Te Whakamahi Poraka)
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Tatau Pitomata
(Pre-counting)
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You notice a child building towers with the blocks. Take the opportunity to build and compare towers with the child. Sometimes children will be able to compare the blocks by looking at them, but where the towers both have a similar number of blocks they will need to pair these to find out which tower has more. Note these questions are based on a direct comparison of the number of blocks in the two towers rather than a comparison of the heights of the towers.
Does your tower have more blocks than mine?
He maha ake ngā poraka i tō whare tororangi i tōku?
Does your tower have as many blocks as mine?
He pērā anō te maha o ngā poraka o tō whare tororangi i tōku?
Does your tower have fewer blocks than mine?
He ruarua ake ngā poraka o tō whare tororangi i tōku?
I’m going to make a pile with more/fewer blocks than yours. How are our piles different?
Kei te hanga au i tētahi putunga poraka kia maha ake/ruarua ake ngā poraka i tō putunga poraka.
You see that children have made piles of blocks. Encourage them to compare these piles.
Jodie, do you have as many blocks as Sarah?
E Mara, he rite anō te maha o āu poraka ki ā Hera?
Do you have more/fewer blocks than her?
He maha ake/ruarua ake āu poraka i āna?
Do you think your pile has more/fewer blocks than hers?
Ki tō titiro, he maha ake/ruarua ake āu poraka i āna?
Do you need more/fewer blocks to have the same as her?
Me tāpiri atu he poraka anō kia rite te maha o āu poraka ki āna? Me tango ētahi rānei?
Which pile do you think has more/fewer blocks?
Kei tēhea putunga poraka te maha rawa o ngā poraka?
Can you make a pile that is more/fewer than this one?
Whakaputua he poraka ki konei, kia maha ake ngā poraka i tērā putunga.
Can you make a pile that is the same as this one?
Hangaia he putunga poraka kia rite te maha o ngā poraka ki tēnei putunga.
Follow the comparisons with questions that ask children to describe their thinking:
How do you know you have more blocks?
He aha koe i mōhio ai he maha ake āu poraka i āna?
Why do you think there are fewer blocks in this pile?
He aha koe i whakaaro ai he ruarua ake ngā poraka i konei?
Tell me more about the piles.
Kōrero mai mō ngā putunga poraka nei.
Are you sure there are fewer blocks here?
Kei te tino ū koe ki te whakaaro he ruarua ake ngā poraka i konei?
How could you check?
Me pēhea e āta tirotiro ai?
Click to see an annotated interaction.
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| Tatau Pānga Tahi
(One-to-one counting)
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The children are playing with the blocks. Encourage them to count the blocks they are using as they play.
How many blocks?
E hia ngā poraka?
How many blocks do you have? Can you count them for me?
E hia ō poraka? Tatauria mai.
Do you have fewer blocks than me? Let’s check by counting.
He ruarua ake āu poraka i āku? Tatauria e tāua hei āta tirotiro
How many red blocks have you used?
E hia ngā poraka whero kua whakamahia e koe?
How many long blocks are in my tower?
E hia ngā poraka roa i taku whare tororangi?
I have 4 blocks in my road. How many do you have?
E whā ngā poraka kei taku ara. E hia kei tāu?
Can you get some blocks?
Tīkina atu he poraka. Kia whā
I have got 2 blocks. Can you get two blocks? How do you know we have the same?
E rua aku poraka. Māu e tiki atu kia rua. He aha koe i mōhio ai he ōrite te maha o ā tāua poraka?
Can you give Jane 2 blocks please? Let’s check you both have the same number of blocks.
Hoatu kia rua ngā poraka ki a Hēni. Kia āta tirotiro tāua mēnā he ōrite te maha o ngā poraka.
Children are making towers with the blocks. Encourage them to count the blocks they are using. For example:
Build a tower and count the number of blocks used. Count each block as it is placed on top of the next: “1, 2, 3,…”
Hangaia he whare tororangi. Tatauria ngā poraka o te whare. Tatauria i a koe e whakanoho ana i ngā poraka: “tahi, rua, toru ...”
Once the tower is tall enough take each block off one at a time and count backwards “4, 3, 2, ..."
Tangohia ngā poraka i te whare tororangi ināianei. Tatauria whakamuri ia poraka i a koe e tango ana “ whā, toru, rua ...”
Build a tall tower then count down from 5 before you “bombs away” and knock it over.
Me turaki te whare ināianei. Tatauria whakamuri mai i te rima, kātahi ka turaki ai “rima, whā, toru ...”
Children are building houses. Encourage them to count the blocks they are using as they build:
My house has 4 walls (windows/doors). How many does yours have?
E whā ngā pakitara/kūaha/matapihi o tōku whare. E hia kei tō whare?
How many blocks are on the bottom layer of your house?
E hia ngā poraka kei te papa o tō whare?
Can you get me 3 blocks for my roof please?
Homai kia toru ngā poraka mō te tuanui o tōku whare.
I have 6 short blocks in my house. How many do you have?
E ono ngā poraka poto kei tōku whare. E hia kei tō whare?
Follow up counting with questions that ask children to describe their thinking:
How do you know there are 6?
He aha koe i mōhio ai e ono ngā poraka?
How can you tell there are 3?
E kī mai ana koe e toru ngā poraka? He aha ai?
Are you sure there are 9?
E tino ū ana koe ki te tatauranga e iwa ngā poraka?
How could you check?
Me pēhea e āta tirotiro ai?
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Tatau Huinga
(Counting sets)
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Children are building towers with the blocks. Focus their attention on the total number of blocks they are using.
Let’s make a tower with 5 blocks, “1, 2, 3, 4, 5”
Hangaia e tāua he whare tororangi, kia rima ōna poraka, “tahi, rua, toru, whā, rima”.
How many are in our tower? Let’s count again to check.
E hia ngā poraka kei tō whare tororangi? Mā tāua e tatau hei āta tirotiro.
Let’s knock it over and build it again with the same blocks. How many blocks are there now? Let’s count to check again.
Āta turakina te whare, ka hanga anō ai. Kia pērā anō te maha o ngā poraka. E hia ngā poraka ināianei? Kia tatauria e tāua.
You notice some children have taken boxes into the block corner. Encourage them to count the blocks in a box:
Can you please count 6 blocks for me?
Tatauria kia ono ngā poraka māku.
Teacher puts these blocks in a box.
How many blocks are in the box? Can you tell me how many without counting?
E hia ngā poraka kei roto i te pouaka? Kaua e tatau, engari kōrerohia mai te maha o ngā poraka.
Children are making piles with the blocks. Support them to focus on the total number of blocks in each pile.
Which pile has 3 blocks?
Ko tēhea te putunga e toru ōna poraka?
Which pile has 5 blocks?
Ko tēhea te putunga e rima ōna poraka?
Which pile has the most? How do you know?
Kei tēhea putunga te maha rawa o ngā poraka? He aha koe i mōhio ai?
Which pile has the fewest? How do you know?
Kei tēhea putunga te ruarua rawa o ngā poraka? He aha koe i mōhio ai?
Follow up by asking children to describe their thinking:
How do you know there are 6?
He aha koe i mōhio ai e ono ngā poraka?
How do you know there are 3?
E kī mai ana koe e toru ngā poraka? He aha ai?
Are you sure there are 9?
E tino ū ana koe ki te tatauranga e iwa ngā poraka?
How could you check?
Me pēhea e āta tirotiro ai?
Use numbered boxes/plates to develop numeral recognition:
This is the number 6, let’s put 6 blocks on this tray.
Ko te tohu tēnei mō te ono. Utaina atu kia ono ngā poraka ki te paepae.
What number is that? How many blocks need to go on that plate?
He aha tēnā tau? Kia hia ngā poraka hei uta atu ki tēnā paepae?
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Tatau ake i te kotahi hei whakaoti rapanga tau
(Counting from one to solve number problems)
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Children are making towers with the blocks. Encourage them to count the blocks to describe the ways they are joining and seperating groups.
How many blocks are in this tower? If we take off 3 how many will be left?
E hia ngā poraka i tēnei whare tororangi? Mēnā ka tangohia kia toru, e hia ka toe mai?
Let's use all of them to make one tall tower. How many blocks are there now?
Whakamahia ngā poraka katoa hei hanga i tētahi whare tino teitei.
How many red blocks are in the tower? How many green blocks are in the tower? How many is that altogether?
E hia ngā poraka whero i tēnei whare tororangi? E hia ngā poraka kākāriki? E hia katoa ngā poraka?
How many blocks are in the tower? If we take out these 4 short ones how many will be left?
E hia ngā poraka i te whare tororangi? Mēnā ka tangohia ēnei poraka poto e whā, e hia ka toe mai?
You see some children building roads with the blocks. Encourage them to use counting to describe the ways they are joining and seperating groups of blocks.
This road has 4 blocks. How many blocks are in that road? How many blocks do we have altogether?
E whā ngā poraka hei hanga i te ara nei. E hia kei tērā ara? Nō reira e hia katoa ngā poraka?
How many short blocks are in this road? How many long blocks are in this road? How many is that altogether?
E hia ngā poraka poto i tēnei ara? E hia ngā poraka roa i te ara? E hia katoa ēnā?
Ask follow up questions which encourage children to describe their thinking:
Why do you think we will have seven altogether?
Ki tō whakaaro, he aha e eke ai ki te whitu te maha o ngā poraka katoa?
How could we check?
Me pēhea e āta tirotiro ai?
Tell me why you think there will be three 3 left?
He aha ki tō whakaaro i toe mai ai ngā poraka e toru?
Are you sure?
E ū ana koe ki tēnā?
How could we find out?
He aha tā tāua mahi hei whiriwhiri?
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Tatau ake hei whakaoti rapanga tau
(Counting on to solve number problems)
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You see some children building roads with the blocks. Encourage them to use counting to describe the ways they are joining and seperating groups of blocks. Focus on the initial number of blocks to encourage children to count on or back.
How many blocks are in that road? That's right, there's 6. How many will be left if we move 3 of them over here to make a garage? Let’s check, we have 6...5,4,3.
E hia ngā poraka i tēnei ara? Āe rā, e ono. E hia ka toe mai mēnā ka tangohia kia toru hei hanga whare motukā ki konei? Me tirotiro e tāua. Ka ono i te tīmatanga ..., rima, whā, toru.
There are 5 blocks in the road to the petrol station. If we add on 3 more blocks to go around the corner, how many blocks will there be altogether. We have 5...6, 7,8.
E rima ngā poraka i te ara ki te taupuni kōhinu. Ki te tāpirihia e toru atu anō, e hia ngā poraka katoa? E rima i te tīmatanga ..., ono, whitu, waru.
As children play with the blocks, use counting to describe the way the blocks are being shared. Focus on the initial number of blocks to encourage children to count on or back.
I have 3 blocks. If you give me 2 more how many will I have? Let's check, starting from 3....4,5.
E toru aku poraka. Homai kia rua atu anō. E hia ināianei aku poraka? Me tirotiro e tāua. E toru i te tīmatanga ..., ka whā, ka rima.
How many blocks do you have? That's right you have 7. If you give me 2 blocks how many will you have then? Let's check, 7... 6, 5.
E hia ō poraka? Āe rā, e whitu. Mēnā ka homai e rua ki ahau, e hia ka mau tonu i a koe? Tatauria e tāua. E whitu i te tīmatanga ..., ka ono, ka rima.
Ask follow up questions which encourage children to describe their thinking:
Why do you think we will have seven altogether?
Ki tō whakaaro, he aha e eke ai ki te whitu te maha o ngā poraka katoa?
How could we check?
Me pēhea e āta tirotiro ai?
Tell me why you think there will be three 3 left?
He aha ki tō whakaaro e toe mai ai ngā poraka e toru?
Are you sure?
E ū ana koe ki tēnā?
How could we find out?
He aha tā tāua mahi hei whiriwhiri?
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