Number Line Walks — Zoo Paths
Progression 1 (Years 1–2) Number | Counting on/back within 20 using Hamilton Zoo boardwalks and conservation tracks.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: additive thinking within 20
Key idea: start number stays the start
Ākonga are learning to:
- Count on and back from any number to 20 without restarting at 1.
- Locate and explain missing numbers on a line.
- Connect tens frames to jumps on a number line.
Success looks like:
- I can start at any number and hop 1–3 steps to say the landing number.
- I can fill missing numbers on a 0–20 path.
- I can explain a hop using counters or a tens frame image.
Teacher prompts
- “Say the start number once, then hop.”
- “What comes just before/after?”
- “Show the same hop on your tens frame.”
Kupu / Vocabulary
- number line
- forward / mua
- back / muri
- before / i mua
- after / i muri
- hop / peke
Materials
- 0–20 floor number line (chalk or tape) labeled “Zoo Path.”
- Number cards 0–20; “missing number” blank cards; step arrows.
- Tens frames + counters for bridging checks.
- A5 Handout: use Progression 1 generator (select “Mixed” or “Skip counting”).
Lesson Flow
Hook (5 mins)
- Show a simple zoo path map; place an animal token at 6. Ask “If we take 2 steps forward, where do we land?”
Teach/Model (10–12 mins)
- Model hops of 1, 2, 3 forward/back; say start → landing.
- Cover 2–3 positions with blanks; model how to infer missing numbers.
- Bridge to tens frames: show 8 on frame, add 2 counters; connect to number line jump.
Guided Practice (15 mins)
- Station A: Floor hopscotch 0–20; teacher calls “start 9, +3”; learners hop and say landing.
- Station B: Missing-number strips; fill blanks; explain before/after numbers.
- Station C: Tens frame to line; show a frame, learners place marker on matching number then hop +/− up to 3.
Independent/Extension (10–12 mins)
- Create a mini “Sanctuary track” on paper; place 3 blanks and swap with a buddy to solve.
- Extension: jump by 2s on even numbers; label the path.
- Support: restrict to 0–10 and hops of 1–2; provide visual arrows.
Exit Check (5 mins)
- Card prompt: “Start 7, +3 = ?” and “Start 12, −2 = ?”
- One missing-number strip (e.g., 4, __, 6, 7, __, 9).
Place-based options
- On-site: walk a short Hamilton Zoo boardwalk; count planks/steps forward/back.
- Virtual: use a Zealandia/Tiritiri boardwalk photo; overlay a number line and plan hops.
Representations: floor number line, tens frames, arrows for direction; reinforce “start → hop → landing”.
Differentiation & Support
Scaffolds
- Limit to 0–10 and hops of 1–2.
- Use a pointer arrow to show direction before hopping.
- Have learners place a finger on the start number while counting on.
Extensions
- Introduce jumps of 4–5 and explain the strategy.
- Use “how far apart?” language to compare two positions.
- Record equations that match the hop (e.g., 9 + 3 = 12).
Common Misconceptions
- Restarting at 1 when counting on. Remedy: say start number once, then hop.
- Mixing up forward/back direction. Remedy: use arrows and body turns.
- Skipping numbers when hopping quickly. Remedy: slow down and touch each number.
Assessment & Evidence
- Anecdotal notes: start/landing accuracy, use of counting-on vs. recounting from 0.
- Exit strip accuracy; note if blanks are solved by structure (before/after) or guess.
Whānau Connection
- Send home a “path walk” prompt: count steps from the gate to the door and report the start/finish number.
- Invite whānau to share a local walking track photo for number line overlays.
Handout Link
Use the Progression 1 generator (unit page) with “Mixed” or “Skip counting,” range 0–20, 20–24 questions. Print A5 (2 per A4).