One-to-One correspondence is a foundational math skill and requisite for number sense. As outlined in the mathematics glossary of the Australian Curriculum, 'In early counting development one-to-one correspondence refers to the matching of one and only one number word to each element of a collection' (ACARA 2014). 1:1 correspondence is the ability to match each member of one set to the member of an equal set. Number sense represents a crucial
achievement along the developmental path, as it signifies the amalgamation of
different schemas for understanding number which are developed over the early
childhood years including the worlds of actual quantities, counting language
and numerical symbols (Griffin, 2004 b).
Children in the early years practice 1:1 correspondence throughout their play and day to day activities such as sharing out, counting so each person has an object and being fair. Each object being counted represents one more thing. In this view, children gradually construct basic number and arithmetic concepts from real experiences that largely involve counting (Baroody & Wilkins, 1999, p.55).
Play Based experiences that explore 1:1 correspondence through play...
Context: Transitional Games and Songs (games, songs and movements played to transition children from one space, time or activity to another)
Activity:The children sit in a circle and one person rolls the dice (the number can be changed to suit ability levels). That child physically counts the number of dots on the dice as they orally count them to the group. That child then stands up and orally and physically counts that number of people next in the row (taps them on the head). Those people may then leave the circle to wash hands before lunch etc. The next person in line after those six children have left rolls the dice and continues the process until all children have been counted and have left the circle to transition.
Images courtesy of Bianca O'Malley
Goldilocks and the Three Bears
Context: Pretend / Dramatic Play: Home Corner (Counting out plates, chairs, beds for bears)
Activity: After a shared big book experiences reading 'Goldilocks and the Three Bears' children are able to retell and re-enact the story of Goldilocks and the Three Bears using manipulative such as bowls, chairs, spoons beds etc. Each numbers of items is correctly counted (accounted for) for each bear." 1...2...3."
Images retrieved from www.learningwithplayathome.com and www.icslp.blogspot.com