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PK-N-2-2

Page history last edited by Tashe Harris 6 years, 7 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.

Student Actions	Teacher Actions
Construct conceptual understanding by touching each object as they count them. One object touched as only one number is counted. Advance procedural fluency when engaging in counting tasks. 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.
Key Understandings	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).