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2022 PK-N-2-2

Page history last edited by Gena Barnhill 11 months, 3 weeks ago

PK.N.2.2

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

In a Nutshell

This objective requires that Pre-K students understand that, when counting, each object is assigned its own number. Every time they say a number in the counting sequence, they must point to/touch a separate object. The transition from rote counting to one-to-one correspondence can be very difficult for students to navigate. Modeling this concept is extremely important to student understanding.

Student Actions	Teacher Actions
Construct conceptual understanding by touching or moving each object as they count them. One object is touched as only one number is counted. Advance procedural fluency by engaging in varied counting tasks. Develop strategies for keeping track of what has and has not been counted. Make models to demonstrate the pattern of one object per number	Use and connect mathematical representations by modeling the counting process. Support a mathematical disposition through productive struggle by regularly providing or identifying real-world opportunities to touch objects as they count. Build procedural fluency by modeling touching, pointing to, or moving an object as you count (a number on a number chart, a day on the calendar, etc.)
Key Understandings	Misconceptions
Only one object is identified, as only one number is said. If they do not specifically identify a new object, they should not say a new number. Every number represents exactly one object added to the previous set.	Saying more than one number when touching an object (counting more objects than are there) Saying a number before, in between, or after touching objects (counting more than is there) Touching an object for each syllable in a number word (e.g., counting two objects when saying “thirteen”)
Knowledge Connections
Prior Knowledge	Leads to
Rote counting (PK.N.1.1) Basic concept of how much or how many, often communicated without mathematical words (a “bunch”, few, a little, some, etc.)	Count forward with and without objects from any number to 20 (K.N.1.5) Read, write, discuss, and represent whole numbers from 0 to 20 (K.N.1.6) Compose and decompose numbers up to 10 using objects & pictures (K.N.2.1)