One-to-One Correspondence

By Susan Eisman

Given the maturity of our program, we are fortunate to have a range of stimulating toys and materials at our fingertips.  We’ve just added some counting peg boards (pictured below). These are ideal for supporting one-to-one correspondence in a satisfying, tactile manner.  When children set up the snack tables, placing a plate by each chair and a cup by each plate, they are employing one-to-one correspondence in a practical and quite helpful manner.

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Excerpt from Extension.org Basic Math Skills:

“When it comes to math, child care providers often emphasize counting. Counting involves memorizing the number words in the proper order (one, two, three, four, five…). Young children are capable of recognizing numbers from one to 10. They can learn the number names as well as recognizing the number symbols.

One-to-one correspondence is being able to use this knowledge to skillfully count an actual number of objects. A child that understands one-to-one correspondence knows that 2 cookies = 2 or that 5 raisins = 5.

Many young children have memorized the number words in the proper order, but sometimes do not yet understand the concept of one-to-one correspondence. For example, they might say “1,2,3,4,5″ but skip an object. Or, they count an object twice. Children need many opportunities to practice saying one number with one object. Also, during the preschool years, children begin to recognize and write numerals.”

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