Narrator: One to one correspondence is the ability to match one object to another object.
Toddlers often demonstrate this skill when they pair things up while playing or getting
dressed. For older children, one-to-one also includes the ability to match each object
to a corresponding number while counting.
Child: 4, 5, 6
Sudha: As children get more and more comfortable with rote counting, and counting out objects,
they develop this idea that for every number word, they have to relate to one object. And
one-to-one correspondence relates to this basic sense.
Child: 1, 2, 3
Sudha: So, you see that when children start to use fingers to keep track of their counting
or when they’re using number words to count out the children in their classroom. As they
get more comfortable with counting, sometimes children recite the number words faster than
they relate to the objects. So, there is a discrepancy between the items and the number
words. And that’s when you see that there is no one-to-one correspondence. And as children
get the idea that they have to relate to just one object for each number word, they almost
slow down, and they’re more purposeful.
Child: 3, 4, 5
Narrator: One way to support the development of this skill is by providing collections
of things to manipulate and count.
Narrator: Games that require players to move their pieces around a board provide another
enjoyable way for children to practice this mathematical skill.
Ashley Anderson: Scaffolding their abilities and helping them even if it’s with one hand
over hand, you know counting “One, two…” and having them count with you. Having the
other children around to help them count so that they’re getting that repetition and
that support from their peers.
Child: 1, 2, 3, 4, 5, 6, 7…
Child 2: No you passed 6!
Narrator: Engaging children in daily tasks, provides natural opportunities to have them
practice one-to-one correspondence.
Teacher: Here Gabby, you’ve got two more plates.
Narrator: You can also model strategies that children can use to help keep track of objects
as they count.
Children: 1, 2, 3, 4, 5
Sudha: One to one correspondence provides a strong foundation for many other counting
competencies that children develop later on. You can support children’s development of
this critical skill by intentionally providing opportunities for young children to engage
in one/one correspondence during their daily activities.