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# PK-N-2-2

last edited by 3 years, 9 months ago

PK.N.2.2 Use one-to-one correspondence in counting objects and matching groups of objects.

In a Nutshell

By the end of Pre-K, students must understand that when counting, each object is assigned a number. Every time they say a number in the counting sequence, they must touch a separate object. One-to-one correspondence can be very difficult for students to understand. Modeling is extremely important as students begin to understand this concept.

## Teacher Actions

• Construct conceptual understanding by touching each object as they count them. One object touched as only one number is counted.
• Develop strategies for keeping track of what has and has not been counted.
• Support productive struggle by providing daily opportunities to touch objects as they count.
• Build procedural fluency by modeling touching an object or a number on the number chart as you count.

## Misconceptions

• One object touched is only one number said. If they do not touch a new object, they should not say a number.
• Saying more than one number when touching an object. (counting a higher number than objects are there).
• Saying a number in between touching objects. (counting more than is there).
• Touching a number for each syllable in a number word (counting two objects for thirteen).

OKMath Framework Introduction