PK-N-2-2


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).

OKMath Framework Introduction

PreK Grade Introduction

PreK Math Standards