One To One Correspondence In Children Essay

1) Explain how you would define one-to-one correspondence when talking with a parent.

One-to-one correspondence is one of the most important math skills that a child needs. It is the basic math skill to understand counting and equivalence. One-to-one correspondence is a skill that young children work with and it continues to intensify as they get older. For example: One earring goes in one ear. Two socks, for two feet. One highchair, for one baby. As they grow older, teachers can work in different ways to practice children’s one-to-one correspondence. For example: The teacher gives the children a work sheet. The worksheet has a picture of 5 cats and 3 bowls of milk. Do all of the cats have a bowl of milk? No, it’s not equal.

2) How should

the adult respond in each of the following situations?
a.

The teacher could respond by saying “Good try Rudy! But let’s try that again.” The teacher could then show Rudy how to count to seven using her ten fingers. A visual tends to be easier for children. Most children can count to ten by using rote counting.

b. The teacher could respond by saying “Great observation Tony! You are right, we both have two eyes!” Then maybe follow up with another question such as “How many noses do we have?” Tony is using his basic one-to-one correspondence skills and observing that what he has, is also similar to what his teacher has!

c. The teacher could respond by saying “Thank you Jada, could you hand out the spoons?” The teacher should let Jada hand out the spoons and then when she has one left over, the teacher can explain to Jada “Ops! You must have grabbed seven spoons instead of six! You have one too many!” This allows Jada to recognize her problem. She had enough spoons for everyone, but also had one left over. That means too many.

d. The teacher could ask Lani to rote count to six. After that they could tell Lani to move the blocks to another location after she has counted it. That way she doesn’t skip a number or recount a block. The teacher could recite a counting song with Lani to help her remember that six comes before

seven.
e. The adult that is sitting with the children could promote math by singing songs with the children. EX: The five little speckle frog song. This song starts out with ten frogs and ends up with zero. You use your hands while singing it and make funny faces. This allows the children to have fun but also learn. They could also play I spy. The teacher could ask “How many pink flowers do you see outside of the door? “How many children have on blue shirts?” This helps the children observe and use rational counting.
3) Decide which features, as described in this unit, are being used in each of the following.
a. This one is considered classification. Grouped together by color, shape, pattern, texture, function, association, class name, common feature, or number.
b. This is considered sorting.
c. This is considered sorting.
d. This is considered grouping.

4) Give two examples of naturalistic, informal, and adult-guided comparison activities.
a. Adult guided- EX 1: The teacher places two water bottles on the table. One is filled with water and glitter. The other is filled with water and necklace beads. The teacher then asks the students to explain what the differences are. EX 2: The teacher has two bouncy balls. One is smaller and lighter. The other is large and heavy. She asks the students to bounce them and decide which one bounces the highest and why they think that.
b. Naturalistic- EX 1: The boy realizes that he cannot play on the concrete because he will trip and scrap his knees. EX 2: The girl notices that there is more chalk to play with than there is basketballs.
c. Informal- EX 1: A girl told her teacher “I am older than he is. He is still three years old and I turned four years old last week!” EX 2: As the children were drawing with their chalk outside, the teacher heard them comparing the size of their chalk. “My chalk is longer than yours.” “My chalk is fatter than yours”

5) Explain how a child’s knowledge of parts and wholes can be assessed through observation and interview.
Children can learn from observing and interviewing. As we can learn from the children too. A child’s knowledge can be assessed through observation by watching to see if the child divides items equally. Do they cut or break something into smaller parts? Do they realize when something is missing? They observe the toys. They understand that half of a sandwich is just missing the other half. EX: A child notices when they only have half of a container of play-doh or their marker is missing a lid. Children without knowing divide toys into groups while sharing.