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
♪ ♪