What is 1:1 Correspondence?
Children learn to count before they learn to write numbers, just as they learn to speak before they learn to write words. Even very young children understand that there are specific words they can say when they're counting, and may be able to tell you how old they are, or point to numbers that they in their environment. They might use number words, though often incorrectly. For example, they may say “One, two, one, two…” as they touch a number of objects to be counted (Brown, et al. 2011).
One-to-one correspondence is a concept that we don't think about very often as adults and we take for granted that we have mastered this skill. This is such an important concept for young children to learn and is a precursor to almost every numeracy concept they will ever encounter.
In early counting development one-to-one correspondence refers to the matching of one object or number word to another (corresponding) object or number word that are the same elements of a collection.
For example-
One-to-one correspondence is a concept that we don't think about very often as adults and we take for granted that we have mastered this skill. This is such an important concept for young children to learn and is a precursor to almost every numeracy concept they will ever encounter.
In early counting development one-to-one correspondence refers to the matching of one object or number word to another (corresponding) object or number word that are the same elements of a collection.
For example-
- Matching a number word or symbol (1, 2, 3, 4 etc) with a collection of objects, in order to count them;
- Assigning a number to each petal of a flower- "one, two, three, four...";
- 1 egg per holder in an egg carton until it gets to 12; or
- Setting the table with a specific number of knives, forks and cups that correspond to the number of places that need to be set.
Do you remember how you used to use an abacus? A great way to demonstrate 1:1 Correspondence is through the use of an abacus. Young children love playing with these and they are so useful, especially for the learning of this concept. As the child moves each bead from one side to the other, they generally count as they go: "one, two, three, four..." This is a perfect example of the 1:1 concept in numeracy.
Image from http://www.strivosacademy.com/abacus-ucmas/ |
How is Numeracy different to Mathematics?
Mathematics is described as a learnt body of knowledge, and the study of patterns and relationships. If a person is good at mathematics, this means they are good at figuring out which concept of mathematics, such as algebra or geometry for example, is needed to solve a mathematical problem, and then applying that concept successfully and confidently (Perso, 2011). Numeracy involves students being able to recognise and understand the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly (ACARA, 2010). |
How is 1:1 Correspondence taught and encouraged in early years classrooms, and why is it important?
Once I caught a Fish Alive
Encouraging a child to use their fingers and toes as a tool to help them learn 1:1 correspondence is one of the simplest forms of the concept. Linking this to a song (and a rhyme) allows them to experience learning the concept in a fun and meaningful way, that they will want to repeat over and over again! Have a look at the video below of a young child singing the song 1, 2, 3, 4, 5, Once I caught a Fish Alive, using his fingers to develop 1:1 Correspondence skills. YouTube video from Mother Goose Club Playhouse
Curriculum Links Australian National Curriculum Foundation Year: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001). http://www.australiancurriculum.edu.au/ Early Years Learning Framework (EYLF) Outcome 5: Children are Effective Communicators Children demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers. Belonging, Being & Becoming: The Early Years Learning Framework Western Australian Curriculum and Assessment Outline (SCaSA) Kindergarten Curriculum Guidelines: Engage in and extend numeracy practices in personally meaningful ways. Develop knowledge of number and algebra. Count objects by using one to one correspondence. School Curriculum and Standards Authority. |
Counting Tubes
Counting tubes is a fun and engaging activity from Erin at Royal Baloo that is designed to encourage a child to think about 1:1 number correspondence. This activity could also be done on a larger scale outside using tubs or buckets with beanbags or balls, which would also connect to the physical development. The joy of this particular activity however, is the height of the tubes allow the child to see the numbers being represented in the form of height. They can clearly see that '5' is bigger than '1' by the height of the tube. There is also the opportunity for the tubes to be placed in various orders, and could be the beginning of the child learning backwards counting, as well as sorting and colour matching (classifying). Curriculum Links
Australian National Curriculum Foundation Year: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005). http://www.australiancurriculum.edu.au/ Early Years Learning Framework (EYLF) Outcome 4: Children are Confident and Involved Learners Children use play to investigate, imagine and explore ideas. Outcome 5: Children are Effective Communicators Children begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds. Belonging, Being & Becoming: The Early Years Learning Framework Western Australian Curriculum and Assessment Outline (SCaSA) Kindergarten Curriculum Guidelines: Engage in and extend literacy practices in personally meaningful ways. Sort, classify and match objects according to attributes, for example colours, sizes and shapes. School Curriculum and Standards Authority. |
There are an abundance of different ways the one-to-one correspondence concept can be taught through play-based learning in early childhood settings. As mentioned above, one-to-one correspondence is an extremely important skill for young children to master because it is a skill that is needed to be mastered in order to move on to any further numerical concepts. It is the foundational concept of numeracy. If a child is unable to grasp the concept of one to one correspondence, he/she is unable to move onto more complex activities involving skip counting, matching and sequencing for example.
Below are two examples which show how the 1:1 correspondence concept may be taught to young children through play-based learning.
Below are two examples which show how the 1:1 correspondence concept may be taught to young children through play-based learning.
How do you know if your child has mastered 1:1 correspondence?
Place a group of objects (e.g.: shells, leaves, counters, teddies, boats, cars) on the table. Ask your child to count how many objects there are. Watch carefully and see if you can determine how the student decides how many objects there are.
(http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/onetoone.aspx)
- Does your child give an instant response? Was this response correct or incorrect? Can they explain how they worked out how many objects there were?
- Does your child touch each object as they count?
- Does your child move each object as they count?
- Does your child track the objects with their eyes while touching their face, tapping their leg or under the table as they count?
(http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/onetoone.aspx)
See Some More Examples
Click on the pictures below to be taken to the activity page
The Elementary Math Maniac
20 Number Learning activities for kids
Math Activities for pre-schoolers. One-to-one correspondence
Many Makings
Imagination Tree
20 Number Learning activities for kids
Math Activities for pre-schoolers. One-to-one correspondence
Many Makings
Imagination Tree
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA), (2010). Australian Curriculum: Numeracy. http://www.australiancurriculum.edu.au/generalcapabilities/numeracy/introduction/introduction. Accessed: 20/9/2015.
Brown, P., Evans, E., Hunt, D., McIntosh, J., Pender, P. & Rammage, J., (2011). Counting and Place Value. A guide for teachers - Years F–4. Number and Algebra. Module 1. The Improving Mathematics Education in Schools (TIMES) Project. Australian Mathematical Science Institute: University of Melbourne.
http://www.amsi.org.au/teacher_modules/pdfs/Counting%20and%20place%20valueK-4.pdf. Accessed 27/9/2015.
Department of Education, Employment and Workplace Relations, (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf. Accessed: 20/9/2015.
Education Department of Victoria, (2014). One-to-One Correspondence: Foundation Level. http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/onetoone.aspx. Accessed: 25/9/2015.
Perso, T., (2011). Assessing Numeracy and NAPLAN. The Australian Mathematics Teacher vol. 67(4). The Australian Association of Mathematics Teachers (AAMT) Inc: South Australia.
http://www.aamt.edu.au/Journals/Sample-articles/amt67_4_perso.pdf/(language)/eng-AU. Accessed: 27/9/2015.
Brown, P., Evans, E., Hunt, D., McIntosh, J., Pender, P. & Rammage, J., (2011). Counting and Place Value. A guide for teachers - Years F–4. Number and Algebra. Module 1. The Improving Mathematics Education in Schools (TIMES) Project. Australian Mathematical Science Institute: University of Melbourne.
http://www.amsi.org.au/teacher_modules/pdfs/Counting%20and%20place%20valueK-4.pdf. Accessed 27/9/2015.
Department of Education, Employment and Workplace Relations, (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf. Accessed: 20/9/2015.
Education Department of Victoria, (2014). One-to-One Correspondence: Foundation Level. http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/onetoone.aspx. Accessed: 25/9/2015.
Perso, T., (2011). Assessing Numeracy and NAPLAN. The Australian Mathematics Teacher vol. 67(4). The Australian Association of Mathematics Teachers (AAMT) Inc: South Australia.
http://www.aamt.edu.au/Journals/Sample-articles/amt67_4_perso.pdf/(language)/eng-AU. Accessed: 27/9/2015.