The focus has been on building numbers using tens and ones, for example, 17 can be shown as “one ten and seven ones.” A favourite activity involved using thin potato sticks and mini marshmallows. Potatosticks became ‘tens’ and mini marshmallows became 'ones.’ Learners built numbers by lining up “tens” sticks and adding on the marshmallow “ones.” For example, the number 34 was built using three potato sticks and four marshmallows. This simple, engaging activity turned into a tasty, visual experience where students could see and touch the difference between tens and ones.
For students ready for a bigger challenge, cracker squares were added to represent hundreds. This meant they could build numbers into the hundreds, such as 142 as “one cracker, four sticks, and two marshmallows.” Every learner had the chance to work at their level, whether beginning to understand tens and ones, or extending into the hundreds. Understanding Place Value, tens and ones, is an important part of the Refreshed Curriculum. It helps students to read, write and understand numbers to 100 and beyond, setting themselves up for success in later maths learning.
I made 12. That's one stick and two marshmallows.
If I take the marshmallows away, it’s just ten.
This number is 25. I know because two sticks is twenty and five more marshmallows.
I had a go at making numbers with three digits. I had to recount my crackers because I added too many.
I used a cracker, 4 sticks and 2 marshmallows. That makes 142.
Language added another level of understanding. Counting and naming numbers in Te Reo Māori, such as tekau mā tahi (11), toru tekau ma whā (34), reinforced the idea of groupings in tens and ones.
Tekau mā whā is one tens and four ones. Thats 14.
Learning place value creates a strong foundation for skills such as adding, subtracting, and problem-solving. The excitement on faces when ‘big’ numbers start to make sense shows just how powerful hands-on learning can be. This hands-on approach gave learners a clear picture of how numbers are built, instead of memorising digits.
With 5 ½ years of teaching experience and a lifelong connection to Tāmaki Makaurau, Auckland, my passion for education has been shaped by growing up in a rural community, surrounded by nature and animals. Wairakei Primary feels like home, reflecting the sense of belonging and community that made school such a special part of my childhood.
Now settling into life in Taupō with my husband, time is often spent exploring the region—enjoying hīkoi’s by the lake, swimming, fly-fishing, and camping. Dance has always been a huge part of my life, and rediscovering this passion as an adult has been an exciting journey.
My strengths as a Kaiako are in teaching The Arts, Hauora (Health), and Te Reo Māori. Creating Mana Ūkaipo—a sense of place and belonging—is at the heart of teaching, ensuring that every student takes pride in who they are and where they come from, allowing them to flourish.
Waiho i te toipoto, kaua i te toiroa. Let us keep close together, not wide apart. This whakataukī highlights the importance of connection, relationships, and shared journeys. Strong school-whānau partnerships are key to student success and engagement, and being part of the Wairakei community brings excitement for the relationships, learning, and growth ahead.
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