One-to-One Correspondence
One-to-One Correspondence:
The counting and quantity principle referring to the understanding that each object in a group can be counted once and only once.
Videos for Educators
Important Information:
The key focus of one-to-one counting is developing children’s ability to count.
Two skills are needed:
ability to say the standard list of counting words in order
ability to match each spoken number with one and only one object
Counting is important because the meaning attached to counting is the key conceptual idea on which all other number concepts are based.
Children have often learned the counting sequence as a rote procedure. They need to learn the meaning of counting by using counting skills in a variety of meaningful situations. Once children can count reliably their knowledge of the number sequence can be extended to count both forwards and backwards, from any given number.
Strategies to Support Student Learning:
As students count, watch to see if they can coordinate their verbal counting with their actions on the objects.
Encouraging students to “tag” or move items out of the way while counting.
Matching items with pictures. For example, using search and find books.
Encouraging students to create a tally chart to count and track the quantity of food, toys, sounds (i.e.: taps on a drum), letters in a word or words in a sentence.
Things You Can Do In The Classroom
Games (Click Links Below)
In this activity, students develop through concrete to numerical representation of number to begin 'Counting on.' This game can be modified to support 'Counting on From a Larger Number' through slight changes to the game. (Lawson, pg 163)
In this activity students develop strategies for counting on and the key ideas of cardinality and hierarchical inclusion. (Lawson, pg 164)
In this activity students develop strategies for counting on by using the number die as a starting point and the dot die to assist in counting on. (Lawson, pg 164)
In this twist on the classic War game, students work to find the difference in value between the two cards that are drawn. They are deepening their understanding of the part whole relationship and developing the counting on strategy, as they count on of from the lower card until they reach the value of the higher card. Students use counters to represent the difference. (Lawson, pg. 165)
This fun activity can be used in a small group or whole group. For this activity, place tiles of two colours in a paper bag. Tell students how many tiles there are in total and how many there are of one of the colours. Then, ask how many there are of the other colour. Children suggest answers and provide their thinking. (Lawson, 166)
In this 3 person game, students race to be the first person to figure out the playing card they have on their forehead! (Lawson, pg. 167)
All games and activities located above are directly linked. Some can be found in the Alex Lawson What to Look For Resource. Page locations have been included in the description of each activity.
Classroom Activities & Lessons
Printable Tools
https://gfletchy.com/progression-videos/
