WEBVTT 1 00:00:00.734 --> 00:00:07.941 ♪ ♪ 2 00:00:08.007 --> 00:00:10.143 NARRATOR: One-to-one correspondence involves 3 00:00:10.210 --> 00:00:14.914 the matching up of an object to one and only one number. 4 00:00:14.981 --> 00:00:17.550 It also includes keeping track of objects 5 00:00:17.617 --> 00:00:20.220 that have and have not been counted. 6 00:00:20.286 --> 00:00:23.790 The child should understand that each object being counted 7 00:00:23.857 --> 00:00:26.226 represents one more. 8 00:00:26.292 --> 00:00:29.095 DARYA BARNES: Students need to learn to count 10 objects 9 00:00:29.162 --> 00:00:31.931 using one-to-one correspondence because that is also 10 00:00:31.998 --> 00:00:34.834 a building block for counting and understanding 11 00:00:34.901 --> 00:00:37.137 quantities and numbers. 12 00:00:37.203 --> 00:00:39.606 NARRATOR: When developing one-to-one correspondence, 13 00:00:39.672 --> 00:00:44.611 children may point, touch, or move objects as they count them. 14 00:00:44.677 --> 00:00:46.980 BOY: Sixteen. 15 00:00:47.046 --> 00:00:48.481 DARYA: Students that can actually touch 16 00:00:48.548 --> 00:00:51.518 and tell you what a number is by taking an object 17 00:00:51.584 --> 00:00:54.421 and sliding it forward, sliding it back helps 18 00:00:54.487 --> 00:00:57.290 the student to understand that the number name 19 00:00:57.357 --> 00:00:59.325 has a connection with the number that they see 20 00:00:59.392 --> 00:01:00.894 or that they are touching. 21 00:01:00.960 --> 00:01:02.495 JODI PLAISTED: That helps the student to be able 22 00:01:02.562 --> 00:01:06.266 to put that number one with one object 23 00:01:06.332 --> 00:01:08.301 so when they are counting they know 24 00:01:08.368 --> 00:01:11.070 that one object represents one. 25 00:01:11.137 --> 00:01:14.174 The number two comes next and two objects. 26 00:01:14.240 --> 00:01:18.144 They are able to put that abstract with the concrete. 27 00:01:18.878 --> 00:01:20.647 NARRATOR: In the family activities section 28 00:01:20.713 --> 00:01:23.249 on this web page, you can find ways to support 29 00:01:23.316 --> 00:01:26.119 your child's development of this skill at home. 30 00:01:26.186 --> 00:01:28.855 It's as easy as 1-2-3! 31 00:01:28.922 --> 00:01:34.427 ♪ ♪