Ne Fundamental __ Concepts “a and SkillsOBJECTIV ‘After reading thisunt, you shou be able to: Define one-to-one cerespondence. Describe five ways to vary one -aonn ‘The National Council of Teachers of Mathematics (NCTM, 2000) expectations for © core jondence relate to rational counting (attaching ‘4 number name to each object counted) as described in Unit 9, We believe that placing items in one-to-one correspondence as described in this unit isa supportive ‘concept snd skill for rational counting. One-to-one correspondence is a focal point for number and op- erations at the prekindergarten level (NCTM, 2007), It is used in connection with solving such problems as having enough (cups. dolls. cars, ete.) of a whole group. One-to-one corresponden ‘mental component of the concept of number tis the understanding that one group has the same number of things as another. For example, each child has a cookle cach foot hus a shoe, each person woars a at. tis pre liminary to counting and basic to the understanding, of equivalence and to the concept of conservation of is the most funda- ‘pai the NCIM expectations for one-to-one corespondence Identify naturalist, informal and structured one-to-one correspondence acts. one cmespondence acts ‘Assess and evaluat children’s one-to-one coesponderce ils number described in Unit 1. As with other mathemat- jes concepts, it can be integrated across the curriculum igure 8-1) ‘To obtain information of an informal nature, note the childzen’s behavior during their work. play, and rou tune activities. Look for one-to-one correspondence that bappens naturally: For example, when the child plays train, he may line up a row of chairs so there is fe for each child passenger. When he puts his mittens, fon, he shows that he knows there should be one for each hand: when painting, he checks to be sure he hes tach paintbrush in the matching color of paint. Tasks for formal assessment are given on page 120 and in Appendix A,Music/Movement * Clap hands, stomp foot “March in pairs ‘Mathematics * Unit blocks and accessories + Pegboards + Montessori* insets «Chips, cubes, lc. fel! it} ie Ty An * Glue two rows: of squares in a one-to-one pattem * Draw pictures depicting ‘one-to-one situations Social Studies » Pass one napkin to each child * Hold a friend's hhand on a field ‘nip Integrating one-to-one correspondence across the caret, Science * One bean seed Ineach cup of dirt * Each student has one nose Language + Read Count by Denise Fleming * Read The Three Bears or ‘The Three Little Pigs120. SECTION 2 m Fundamental Concepts rnd Skills wy One-Fo-One Correspondence: Unit 8 METHOD: Observation, individuals or groups. A seit: (Child demonstrates one-to-one correspondence during play aetvitios MATERIALS: Play msterials that lend themselves to one-to-one activities, such as small blocks * and animals, dishes and eating utensils, paint containers and palnibrushes, pegs and pegboards, sticks and stones, etc PROCEDURE: Provide the materials and encourage the children to use them, EVALUATION Note ifthe children match items one to one, such as putting small pg dolls in each ofseveral margarine containers or on (op ofeach of several blocks thal have been lined up ina row. Record on checklist with necdate and/or photo or video. ‘s INSTRUCTIONAL RESOURCE: Charlesworth. R.. and Lind. K. K. (2010). Math and seience for young T chitéver 6th ed). Clifton Park. NY: Cengage Learning 6A One-To-One Correspondence: Unit 8 AMOUNT (NUMBER) IN EACH GROUP (BUNCH. PILE}. IPthe child eannot do the task iryit wth wo groups of ve objets, EVABLATION: he children should arrange each group so sto watch the objets one-to-one, they - might count each group to determine equally. Record oa checks. ©) israveriovan RESOURCE: charkswort, Rand Lind K.K. 2010), Math ant scene or young children (6th ed.) Clifton Park, NY: Cengage Learning, NATURALISTIC ACTIVITIES fone object at a time in her mouth. As a toddler she lscovers that five peg dolls will Mt one each in the Ove ‘One-to-one correspondence activites develop from the holes of her toy bus. Quickly she learns that one person Infant’ early sensorimotor activity, She finds out that fits on each chat. one shoe goes on each foot, and so she can hold one thing in each hand but can put only on. "The 2-year-old spends a great deal of his playtimeStes te aes Te infant Jeurns tht she can hold one vbjct In each hand i one-to-one correspondence activites, He lnes up containers such as margarine cups, dishes, orbaxes and outs a small toy animal in each onc. He peetendls to set hie table for lunch, Prst he sets one place for himself und one for his bear with a plate for each. Then he gives ‘cach place a spoon and a small eup aad saucer, He plays ith his large plastic shapes and discovers there sa ro ‘at wil ie through the hole in each shpe. ‘ORMAL ACTIVITIES ‘here are many dally opportunities for informal onc-to- ‘one correspondence activites. Oftentimes things must bbe passed out to a group: food Items, scissors, crayons, paper, naplsins, paper towels, or notes to go home. Each child should do as many of these things as possible UNITS m One-to-One Correspondence 121 Checking on whether everyone has accomplished kor has what she needs is another chance for in- formal one-to-one correspondence. Does everyone have a chair to sit on? Does everyone have on two boots or two militens? Does each person have on his coat? Does ‘each person have a cup of milk or a sandwich? A child ‘can check by matching: "Larry, find out if everyone has 8 pai of scissors, please, \ Young chen need! many opportunities to practice one-to ‘onemaiching,122 SECTION 2 m Fundamental Concepts ana Skills One-to-one correspondence helps to solve dificul- ties. For instance. the children are washing rubber dos In soap suds, Jes is crying: “Petey has two dolls and don't have any.” Mes. Carter comes over. "Petey, more hiléren want to play here now so exch one can he only one baby to wash.” One-to-one correspondence is fften the basis for rules such as. “Only one person on teach swing at a time” oF “Only one piece of cube for ‘each child today. COtier informal activities occur when childeen pick out materials made available curing free play. These kinds of materials include pegboard, felt shapes ‘on a flannelboard, bead and inch-cube block patterns, shape sorters, formboards, otto games. and other com: ‘mercial materials, Materials can also be made by the teacher to serve the same purposes. Most of the materi- als described in the next section can be made available Real Objects: for informal exploration both before and after they have ‘been usa in structured activities. The extent and variety of materials that can be used fc one-to-one correspondence activities is almost endless Referring to Unit 3. remember the six steps from con- crete to abstract materials. These steps are especially relevant when selecting one-to-one correspondence ‘materials. Five characteristics must he considered when selecting materials perceptual characteristics number of items to be matched concreteness a. a amadada LEICA ILE) Pictures: A . ‘Ce je ile 'ictures: os ‘The Same I amples of groups with afferent perceptual liiclty levels,physically joined or not physically _groups ofthe same or not the same number ne teacher can vary or change one or more of the five churactersties and can use diflesent materials. [n this ‘way: more difficult tasks can be designed (Figure $2) Perceptual qualities are eritical in maehing ac- ivitles. The way the materials to be matched look is nnportant ia determining how haed st will be for the illd to match them. Materials can vary a great deal fs regard to how much the same or bow mich dif cent they look. Materials are easier to match if the groups are different. To match animals with cages or ‘o find « spoon for each bowl is easter than making a natch between two groups of blue chips. In choosing objects, the task can be made mare difficult by picking nt objects that look more the same, ‘Thenumber of objectsto be matched is important Tike more objects in each group, the more dificult it is fo match, Groups with fewer than five things are mach UNIT 8 One-tocme Correspondence 123 easier than groups with five or more. In plamming activ. ties start with small groups (fewer than Give), and work up step by st rouips of alte. A chill who i able to place grouns of ten in one-to-one correspondence has a ‘well leveloped sense of the concept. refers to the extent to whiel mate- rials are real (Pigure 83). Remember from Unit 3 that instruction shonld always begin with conerete real ob ts. The easlest and first one-to-one enrresjondence tivities should involve the use of real things such as small toys ancl other familiar objects. Next, objeets that are less familiar and more similar (eg, cube blocks chips. popsicle sticks) can be uscd. The next level would be cutout shapes such as circles and squires, cowboys and horses, ot dogs and doghouses, to be followed by Pictures of real objects and pictures of shapes, Real ob jects und pictures could also be employed. Computer soltware ean be ust by young children who need prac tice in one-to-one correspondence. The following sof \ware programs serve this purpose nee ‘Complex Gas ‘Scimors Cryon Envelope ‘Real Things: a on a Pf Soe “se ©. => Chm © >= ve | ae ee J | @ ivi oe) ee Concretenes: How elas trea124 SECTION 2 & Fundamental Concepts ane Skis ore: Times Learning Coco's Math Projet 1 (Sing Systems Pie. Lt) Learing with Leeper (Coarsegold. CA: Sierra On- Line -Match-ups for toddlers ean be found online ac hhuipsf/wwew.ll-Rigers.com Learning to hit the computer keys one at a tine with one finger isa one-to-one experience in both the kines- thetie and perceptual-motor domains. | When using objects or pictures of objects, tis easier to tell if there is one-to-one correspondence if the objects are joined than if they are not joined. For example, itis easler to (cll if there are enough chairs for cach child f the children are sting in them than it the chairs are on ane side of the room an the chidren fn the other, In beginning activities, the objects can be hooked together with a line of a string so that the children ean more clewly see whether oF not there is & In Figure 8-4. each foot is joined to a shoe and ‘each animal to a bowl: neither the hands and mittens nor the balls and boxes are joined Se & Joined groups and proups that are not joe Placing urtegual groups in one-to-one correspon= dence is harder han placing equal groups. When the ‘groups have the same riumber, the child ean check to De sure he has used all the items. When one group has. nore, he does not have this clue (Pigure & The saimple lessons presented in Figures 8-6 rough 8-1 | illustrate some basic types of one-to-one correspondence activities. Note that they also show an Increase in difficulty by varying the characteristics Just described, bach aetivicy begins by presenting the stu dents with a problem to solve. The lessons are shown a they would be put on cards for the Tea Fle PECIZ IG NEEDS One-to-one correspondence games with objects or plcture cards can support the learning of perceptual ‘motor skills and vocabulary. Por the child with a lan ‘guage disability or the child who isan English Language Learner, one-to-one correspondence experiences canCansxch boy have al? can eceh dos haves bowl? ua: Sune number ‘Unequal: Noth same muse Matching equal and unequal groups ONE-TO-ONE CORKESPONDENCE-DOGS AND PEOPLE onectve omc joined puups of te objec. Natura a In smn con provide maar th ol esses mtr Informal Aivity:—_infonnal enessonecerespailenss expences unit oct aceon Sse an lear. al and hil r,s Toth ere an {vein ad she comments appropiate Maia Twos of te ject that nrrlly woul go ogee Fo exampi, dl people hiding ty dps om fees Simuciured Activity: HERE ARF SOME PEOPLE AND SOME DOGS. THHE DOGS ARE ON LEASHIES. DOES EACH PERSON HAVE: DOG? SHOW MI: HOW YOU CAN TELL. Note ifthe ctlde' can show resp ‘omnes te dogs a penne Folon-Up Use he ons and toc tes nosis cy ms of js such as cts ites, ap ad ates Inecne numberof ems inca soup a he ee One-to-one correspondence ativty cart—Dogs and people: Matching objects that are perceptually fe| | ‘ONE-TO-ONE CORRESPONDENCE TIF THREE PIGS, | objective To match join group of tree tems | Nari and Rad the sey “The Tose Te Pgs tn the ey center place the tee | tofornal Activity: pig, wot uses, straw chs, and bricks Tee mish be Henelhoard | Figur or guppsie Otserve how te ein tne te Mtr Doe) py ‘atthe try mulching etch pig wth he pote hose bing ate ‘land house? Ask guetions or ake cots appropiate Mails Tyo sts fers or he bulletin oar, The pices of yam. Mak hse pig cutouts and three house touts chs an ik, P them | allen hoard and connec eah piso heme with ck par | Swvetwed Aeivty: WHO ARE THESE FELLOWS? (Chien ned YES.THE-THREE LITTLE PIGS, 18 THERE A HOUSE FOR EACH PIG? ae aoe ofthe hile sow ou how he Knows here by cing fom eh ig 0 is | Fase so rhe yr "path" Leave he displ op for sey te eon | hinge ply i all ! » fig | ratow-t Nac a ot pit en as te ina Bt an andchsen cans eur sling 6 8-7 Oneto-one coresponsience activity card—Matching the three litle pigs lo cutouts that are perceptually diferent. )NE CORRESPONDENCE-—PENNIES FOR TOYS, Once “Tomah groups of wo and more objects Natali and Sepa sore ceter sucha ty, groceries, rething. ove pay Informal Activity: money pennies. Pua pice of Te om exch tem. Dice wth se stlens at night do tthe sore, Observe an ate they exchange one Prony fr euch om, Make comments and sk questions 5 sproiat Mattia ‘Ten penis and 10 snl os (for exp, a al tac, thc a mals thse pe people cryon), Swewea Acity: LET’S PRETEND WE ARE PLAYING STORE, HERE ARE SOME PEN. NIES AND SOME TOYS. Show th ehiren) wo toys. Pace wo pennies neath toy DO I HAVE ENOUGH PERNIES TO BUY THESE TOYS. IF EACH ONE COSTS ONE PENNY? SHOW ME HOW YOU CAN FIND OUT Folow.t ‘Use more oysand more penis the chide can mat ager an anger (Onestowme correspondence activity card-—Pennles for toys aching real objets.(ONE-TO-ONE CORRESPONDENCE—PICTURE MATCHING. Objective Tomah groups of pict hings, animals, o ope Naturalis and Pac card seta described below n ble noe of he casoom zing Inform tty: centers Cheer wha the shdests dws pit cr sets Does Sor them. match her, and soo? Make commen nd ak question st propria Mate: Make oc purchase pcre cud hit show ems fair youn chile, Eachset Should have ow groups oI Pires fm etal, masz lor reais workbooks ean eo oa, bed nn etd. an covered th Sear Conic or nina Forex, pres of 10 ile sul be Paton [0 diferent cards, Picture of 10 ray cul be puto Uo at, Sacred Activity: Present two pop and to os DOES EACH CHILD HAVE A TOY? SHOW ME HOW YOU CAN FIND OUT. lnsease the umber o ome Make some more at ets Tit them to carentsciace a soci staes ‘nis or expt the cls ding jo, avs pilot wth plane. diver ‘nbs ee One-to-one correspondence stivity card—Pictre matching, (ONE-10-ONE CORRESPONDENCE.-SIMILAR OR IDENTICAL OBJECTS Objective ‘Tomatch 21010 similar andor iden! objets, | [Nuuraisticand Each day inthe math canter provide opportunity explore ranialtives Informal Activiy: sus inch eae Bost, UaiTxeCubes, Lage nd So om Otsrve what he Stans do with tbe mates Noe they 3 ah ono one caren ‘ence a they explore: Make comment a sk question = apprpla Mater: “Twenty objec suchas poker chips, ine ce blocs, coins canbaar ie | ‘ex ete There may he 1 fone color a Hf ste 3D he sane rrr ion percep) Srctured Activity: Begin with two groups of to and inctense he Si othe eoups the ci rena ble o mute he smal groupe HERE ARE TWO GROUPS (BUNCHES, SETS) OF CHIPS (HLOCKS, STICKS, PENNIES, ETC). DO THEY HAVE THE SAME NUMBER, OR DOES ONE GROUP HAVE MORE? SHOW ME HOW YOU KNOW, Hove the elon take tars ‘sins ifleen sizes of group and eiflerent jets Follow-Up Cue some abjoats oa piece of hay cardboard orplysood Set ot 3 ona of fesime Kinds oj Have this sable for mashing arn comer ise Ate bags wih groups fae wre smn fan be paced inthe mathcener where tans ca eect pir of jes fee mtehing (One-to-one correspondence activity card Similar oriental objects.128 SECTION2 & Fundamental Concepts and Sklls f | e | La ® leelite| © |. \eclecloceeiss Fate math semer pode se le a ovens as ad sth ed tamer woose-one sarexpnenc. Ober anda eon pe Foy x on depen rc bak, °° ficken LOOK AT THE DOTS ON YOUR CAN PUT THE SAME ‘NUMBR OF STICKS IN VOUR CAN AS THERE ARE.DOTS ON YOUR EAS Hine hecho cost wien ote ‘One to-one correspondence acisity card Matching number ofebjets to number provide vocabulary support. When playing a matching ‘game the adult can label the examples. For example, when matching toy animals: “THUS IS A CAT. FIND ANOTHER CAT." When passing out materials: “GIVE EACH FRIEND SOME PLAV.DOH.” When using a pe board: "PUTT A PEG IN EACH HOLE. YOU PUT A RED PEG IN THE HOLE.” Or ask questions that encourage speech: “WHAT SHOULD YOU LOOK FOR TO MATCH, "THIS PICTURE? Finger plays can promote one-to-one correspon- dence. For example, "Where is thumbkin2” requires the recognition of one linger ata time. ELL students whose primary language is Spanish can learn popular Latin American fingerplays in Spanish and English (Orozco & Kleven, 1997, Informal evaluation can be accomplished by noticing, each child's response during structured activities. Also observe each child during free play to see whether he or she can pass out toys or food to other children, giving, ‘one at a time, On the shelves in the housekeeping area, paper shapes of exch item (dishes, cups. tableware, purses, etc) may be placed on the shell where the ttem belongs. Hang pots and pans on a pegboard with the shapes of each pot drawn on the board. Do the same for blocks and other materlals. Notice which children ean ‘put materials away by making the right match, Using the same procedures as in the assessment tasks. a more formal check can be made regarding what the children have learned. Once children can do ‘one-to-one with 10 objects, try more—see how far they can go. The most basie number skill is one-to-one correspor dence, Starting In Infancy, children learn about one- to-one relationships, Sensorimotor and early pe ‘operational children spend much of their playtime in ‘one-tomone correspondence activitiesMany opportunities for informal one-to-one vor respondence activities are available daring play and diay routines. Materials used for structured activities with individuals and/or small groups should also be nude available for fee exploration. Materials and activities can be varied in many says to make one-to-one correspondence fun aad inter- «sting, They can also be designed to serve children with UNITS Oneindine Correspandenee 129 spectal learning nee. Onve children ave a basic wn derstanding of the one-tw-one concept, they cath apply the concept fo higher-level activities involving equiva lence und the concept of couservation uf ste The World Wide Web contains « multitude of resources for teaching strategies in. mathematics and other content areas, See the Onlin examples, Companion for rational counting, Present a toddler (18 months to 2 years old) with @ plastic container and some small (but sale) objects, such as empty: wooden thread spools or plastic ids. Observe how he uses the materials. Note whether anything the child does might indicate the development of the ‘concept of one-to-one coerespondence, Colectthemateralsforoneormoreof the struc tured activities described tn this unit. Try the activities with tw or more children of ages 4 or 5 Describe tothe class what the children do Develop your own one-to-one correspondence ‘game. Play the game with a young child. Share the game with the class. Are there any im: provements yon would mike? {Make copies of the structured activities, and fad them to your Idea Bile. Add one or twa more activities that you ereate or find sug tested in anotherresouce, Discuss with the class what you might do if'a S.yearold seemed not to have the concopt of ‘one-to-one correspondence beyond two groups ofthree 1 possible, observe @ young chil interact- ing with one of the soflwace tems listed tn this unit. See if the activity appears to sup- ort the child's ablity to engagein one-to-one correspondence. Selecta one-to-one correspondence sciiv= hy from the Internet. Assemble any materials heeded and use the activity with asia group, ‘ofpre-K or kindergarten students hk sea RSE Explain how you would define one-to-one eor- respondence when talking with a parent 8, Determine which of the following one-to-one correspondence activites is naturalistic, formal, or structured. Give a reason for your decision, 1. Mr. Conklin has six cat pletures und sic mouse pictures. “Patty, does each cat ‘havea mouse 1 chase?" Rose lines up five red blocks in a 100%. Then she plices i smaller yellow Block on ach re block 3, Candy puts one bootleon each of her baby dolls et, 4. Aisha passes one glass of Jul t@ each child at her table 5. Mrs. Garvin shows S-yearold José two sroups of fen pennies. "Find out If ott130 section 2 Fundamental Cancepts and lls ‘groups of pennies have the same amount, fr fone group has more." Give examples of several ways that one-to-one correspondence activities may be varied, Look at the following pairs of groups of tems. Decide whieh one in each patr would be more dileul to place in one-to-one correspondence. 1. (a) ive red chips and fve yellow chips (b) twelve white chips and twelve orange chips ‘National Caunel of Teachers of Mathematics (2000) rine and standara for choo! mathematics. Reston, VA: Author. ‘National Counell of Teechers of Mathematics. (2007) Crrfulu Joa pots for prekindergarten through American Assocation forthe Advancement of Science (AAAS), [2007), Atlas of science litera: Project 2061 (Vol. 2) Washington, DC: Auto. UavattaLorton. M, (1972). Works, Menlo Park, Cas daigon-Wesley Bul D, Snider, A. & Symonds . (1988). Box it Fb mathematics: Kindergarten tehers rescue ude Portland, OR: Math earaing Center (Clements. D-H. & Sarama,J.(2004). Mathematics jerywere everytime. Teahing Claim ‘Maheretes, 1018) 421-426. (Copley. V- (i). (1999), Mathematics inthe cary ‘ears. Washington, DC: National Assocation forthe Bducation of Young. Children ‘Copley, J. ¥s (2000), Me young hildand mathemati ‘Washingion, DC: National Association for the Bducation of Young Children, ‘Copley, ¥.(2004), The sharing gome. In -V. Copley (Ea), Showvesing mals for he oul 2, (a)fourfeet and four shoes (b)four elrles and four squares 3. (a)two groupsofseven (bja group ofseven and a group of eight 4. (a)eards with pictures of Knives and forks (byreal knives and forks rae 8 mathematics. Retieved May 24, 2007, hips ewwectm.org rove, f& Kleven, (1997). Diss dios (en litle Angers]. New York: Scholastic Books Reston, VA-Natlonal Council of Teachers of Mathematics Copley, Vs Jones, C. &Dighe, J (2007). Mathemates: ‘The rete curvivion approach, Washington. DC: ‘Teaching Sates pate, A. $. (2007) The intemal teacher ‘Washington,DC: National Assocation forthe Fdacation of Vung Children, National Research Coun. (1996). Neon sience ‘duction standards. Washington, DC: National Aecademion Press Newberg, & Vaughn, 8 [2006). Teaching unre, nage, aa iterocy with Blocks. St Pal, MN: Redleat Press. Richardson, K. (1984), Deep nuner concepts usa Unis Cubes, Menlo Park, CA: AdlsonWesley. Niehardsn,K (1998). Deel number covets Planning gud. Parsippany. NI: Seymout, “aslavsky. (1996). The mula lasso Portsmouth, NH: Heinneman,