1. One-to-One Correspondence

2. One-to-One Correspondence
One-to-one correspondence is the most _______________ component of the concept of ________________
understanding that one ____________ has the ___________ number of things as another ____________

3. Examples of One-to-One Correspondence Activities
Naturalistic Activities
Informal Activities
Structured Activities

4. Five Characteristics to Vary One-to-One Correspondence Activities
Number of items to be matched
Physically joined or not physically joined
Groups of the same or not the same number

5. Evaluation of One-to-One Correspondence Activities
Notice each child’s response during structured activities
Notice during free play if the child passes out materials to other children one at a time
Notice whether children can put items away by matching each item with a drawing of the item

6. Number Sense and Counting

7. Number Sense: Understanding Number
Number sense is a concept
makes the connection between ___________ and _____________
underlies the understanding of other math concepts
helps children estimate ___________ and _________________

8. Number Sense (cont.) Subitizing
Perceptual Subitizing – Can state how many are in a group without _______________, usually up to four
Conceptual Subitizing – Seeing _____________ ___________ within a group

9. Counting Counting is a skill
assists children in the process of understanding ___________
includes two operations
rote counting
rational counting

10. Counting Principles One-One Principle Stable-Order Principle
Only _________number word is assigned to each object being counted
Stable-Order Principle
The number words used to correspond to items in an array must be used in a _______________ order
Cardinal Principle (Cardinality)
The ____________ number used in the counting of a set represents the _______________of that set
Order-Irrelevance Principle
The _____________ in which items are counted doesn’t matter
Abstraction Principle
The preceding principles can be applied to any array or collection of entities

11. Examples of Number Sense and Counting Activities
Naturalistic Activities
Informal Activities
Structured Activities

12. Evaluation Number Sense
Can the children subitize perceptually, that is, recognize small groups for four or five without counting?
Knowing the amount in one group, can they use the information to figure out how many are in another group?
Can they make reasonable estimates of the amount in a group and revise their estimate after counting some items?

13. Evaluation (cont.) Counting To what amount can children work with
What kinds of errors do children make? Are they consistent or random?
Are they accurate? Do they check their results?
Do they remember the number they counted to and realize that is the amount in the group (cardinal number)

14. Basic Concepts of Algebra
Logic

15. Classifying Classifying Adding Subtracting
Being able to _______ and __________ based on an ____________
Adding
Subtracting

16. Features of Groups Color Shape Size Material Patterns Texture
Big/small; fat/thin; short/tall
Material
Things made out of different materials
Patterns
Things with different visual patterns
Texture
How things feels (smooth/rough; soft/hard; wet/dry)

17. Features of Groups (cont.)
Function
Items do the same thing, are used for the same thing etc.
Association
Things that do a job together (candle/match; milk/glass; shoe/foot) or come from the same place (bought at a store; seen at a zoo) or belong to a special person (fire hose, fire truck, fire man’s hat)
Class Name
Names that belong to several different things (people, animals, food, vehicles, clothing, homes)
Common Features
All have handles or windows or wheels etc.
Number
All are groups of a specific number

18. Examples of Classification Activities
Naturalistic Activitiess
Informal Activities
Structured Activitiest

19. Assessment Does each child sort and group during play?
Does each child use feature names during play?

20. Comparing

21. Discoveries Made through Comparison
The _____________ between two things or groups of things on the _________ of a specific _____________
informal measurement
length
weight
speed
quantity measurement
are two groups the _________ or does one group have _____________ things?
Comparison is the basis for __________ and ___________________

22. Comparison Terms Number more—less/fewer Informal measurement
large—small
big—little
long—short
tall—short
fat—skinny
heavy—light
fast—slow
cold—hot
thick—thin
wide—narrow
near—far
late—sooner (earlier)
older—younger (newer)
higher—lower
loud—soft (sound)
Number
more—less/fewer

23. Examples of Comparison Activities
Naturalistic Activities
Informal Activities
Structured Activitiest

24. Assessment Does the child compare during play?
Does the child understand and use basic comparison words?
Ask questions without disrupting play
Are there more cows or chickens in your barn?
Who is older, your brother or you?
Who is taller, your father or your brother?

25. Ordering and Patterning

26. Ordering Involves comparing more than two things or more than two sets
Placing things in a _____________ from first to _____________

27. Patterning Related to ordering
children need a basic understanding of ___________ to do _____________
Involves making or discovering auditory, visual, and motor regularities

28. Ordering and Patterning Words
Next
Biggest
Smallest
Fattest
Shortest
Before
After

29. Examples of Ordering and Patterning Activities
Naturalistic Activities
Informal Activities
Structured Activities

30. Assessment and Evaluation
Does the child use ordering and patterning words during daily activities?
Do patterns appear in the child’s art work?
Ask questions, make comments or suggestions such as
Which doll is taller?
Which block is shorter?
John is first in line.
Line up from the shortest to the tallest.
Conduct individual evaluation interviews