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One to one Correspondence and its importance in numeracy.

When counting, the concept of “one-to-one correspondence” is the understanding that each object being counted represents “one more.” Students who demonstrate the skill of one to one correspondence touch and count each object just once and recognise that the last object they touch and say the number for represents the total amount in that group. This is an important foundation mathematical skill that students need to gain in the early years of education. (Booker, Bond, Sparrow, Swan. 2004. p86)

One way in which play can be used in the classroom is through provocations. Provocations are deliberate and thoughtful. The teacher stimulates curiosity by providing carefully selected materials, high quality prompts or questioning. Provocations then challenge students to engage in big ideas, think creatively, discuss, enquire and predict whilst supporting children in taking control in their own learning. 

 

The math’s provocation pictured to the left had been set up in the classroom based on the wondering question "What is the biggest fish?" which a student in class had asked. The numeracy focus was on measuring and counting.

 

The activity set up encouraged the children to fish for fish from a basket using homemade fishing rods with magnets on the end. As students caught numerous fish the teacher would ask each child how many fish they had caught. The students then carefully counted their fish. It was easy to identify which students used one to one correspondence to find the answer because the teacher was observing the children as they counted aloud to her. The teacher then allowed the students more time to 'fish' before asking them again how many they had caught.

 

During this activity the teacher was able to observe which students could use one to one correspondence for counting. The students who were observed not using one to one correspondence and thus miss-counting their fish were assisted by the teacher and explicitly taught again in a small group how to count their fish. The teacher demonstrated and over exaggerated the action of pointing to a fish and moving it away from the pile as the group counted the numbers out. The teacher re-explained the importance of placing a finger on the fish as we count. The teacher also demonstrated counting the fish again, but this time not saying a number for each fish touched. The small group then discussed how the answers were different, how one was wrong and why. 

 

This intervention with 3 students took only 5 minutes, was relevant to what the students were engaged in doing and simply explained. After the five minutes the students carried on fishing, counting and measuring their fish. They instantly began practicing the concept of counting in a purposeful and meaningful way.  

 

This provocation is just one example of how when students are engaged with a task through play it becomes more meaningful for them. It gives the teacher's instruction more purpose and allows for a thorough understanding of how to use a concept or how it works.

Early Years Learning Framework

"Number is more than counting. One of the most important understandings is that a number can be used only once to refer to an item. ‘One-to-one correspondence’ takes more time and practice to learn than simply counting. We help children to develop this understanding when we ask them to hand out items to other children, for example—one for Ben and one for Mercy ... that’s two, and one for Sarah."

Arthur, L., McArdle, F., & Papic, M. (2010). Stars are made of glass: Children as capable and creative communicators. Canberra, ACT: ECA.

OUTCOME 1: Children have a strong sense of identity

 

  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

  • Children learn to interact in relation to others with care, empathy and respect.

 

OUTCOME 2: Children are connected with and contribute to their world

 

  • Children become socially responsible and show respect for the environment

 

 

 

Australian Curriculum

 

Content Description (ACMNA002)

 

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

 

Content Description (ACMMG006)

 

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language

 

 

 

 

 

 Content Description (ACSSU003)
 

Objects are made of materials that have observable properties

 

Content Description (ACSSU005)
 

The way objects move depends on a variety of factors, including their size and shape (

OUTCOME 4: Children are confident and involved learners

 

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • Children transfer and adapt what they have learned from one context to another

  • Children resource their own learning through connecting with people, place, technologies and natural and processed material

 

OUTCOME 5: Children are effective communicators

 

  • Children interact verbally and non-verbally with others for a range of purposes

Provocation

This next play-based example is a fun and active way which reinforces counting. It is especially enjoyable for students who are more energetic as it is a great way to break up or finish a maths lesson.This game is called 'Rob the Nest' and is better suited to an outdoor area, but can be adapted for inside a classroom.

 

To begin, layout four hulahoops to represent the corners of a square. Place another hulahoop in the centre of the square. Next place a large amount of bean bags in the centre hoop. Please note that other objects could be used instead of beanbags. Things sush as honkey nuts, baseballs, blocks etc. Next, divide students into four teams and line each team up behind a corner hulahoop. This hulahoop is now their nest.

 

When the whistle blows the first person in the team runs to the centre hoop and collects only one beanbag. They then place the beanbag in their nest and the next person in the line runs to the centre hoop and collects another beanbag and returns it to the nest. Students repeat this process until there are no more beanbags in the centre hoop. When this happens students, still taking turns, can then steal a beanbag from any of the other teams' nests. Remembering they can only ever take one beanbag at a time!

 

After a certain amount of time the teacher blows

the whistle to end the game. As a team students

count how many beanbags they managed to collect.

The team with the highest amount wins the game.

 

Not only does this game reinforce team skills

and burn energy it also helps children to

practice subitising amounts in their own nest

during the game, and reinforces one to one

counting with peer support which when the

quantities are big is beneficial to less able

students. 

Australian Curriculum

 

Content Description (ACMNA002)

 

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

 

Content Description (ACMNA003)

 

Subitise small collections of objects

 

Content Description (ACMNA289)

 

Compare, order and make correspondences between collections, initially to 20, and explain reasoning

 

 

 

 

Content Description (ACPMP008)

 

Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli

 

Content Description (ACPMP009)

 

Participate in games with and without equipment

 

Content Description (ACPPS004)

 

Practise personal and social skills to interact with and include others

 

Content Description (ACPMP012)

 

Cooperate with others when participating in physical activities

 

Content Description (ACPMP014)

 

Follow rules when participating in physical activities

Foundation Years Health & Phyiscal Education
Early Years Learning Framework

OUTCOME 1: Children have a strong sense of identity

  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

  • Children learn to interact in relation to others with care, empathy and respect.

 

OUTCOME 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participatio

 

OUTCOME 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing 

  • Children take increasing responsibility for their own health and physical wellbein

 

OUTCOME 4: Children are confident and involved learners

  • Children transfer and adapt what they have learned from one context to another

 

OUTCOME 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes

 

This activity challenges students to build a tower using stones. It is divided into challenges requiring different amounts of stones to be counted, either before or during the challenge.

Challenge one asks students to build a tower using 5 stones. The second challenge asks for a tower 7 stones high, then 10 stones high. The last challenge asks students who can use the most stones to  build a tower.

The openness of the last challenge will not only allow for more counting practice, but also intuitive, outside of the box thinking. Children could argue with one another that they haven’t built a tower because it’s not tall and skinny. Others may give in straight away when their tower falls, yet try again once they observe their peers persevering and completing the challenges.

Not only does this activity address maths in a fun way, it also helps students to learn to persevere, assist one another, and learn about balance and the tactile sensation of touching stones and feeling their temperature change as they hold them.  A simple, yet fun maths activity.

Australian Curriculum

 

Rob the Nest

Stone Stack

Content Description (ACMNA002)

 

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

 

Content Description (ACMNA289)

 

Compare, order and make correspondences between collections, initially to 20, and explain reasoning

References
 

Arthur, L., McArdle, F., & Papic, M. (2010). Stars are made of glass: Children as capable and creative communicators. Canberra, ACT: ECA

 

Booker, G, Bond, D,Sparrow,L, Swan, P. (2004).Teaching Primary Mathematics  New South Whales, Australia: Pearson Education Australia. .

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