One-to-one correspondence is an important math skill students learn in their early education. It involves learning to count a group of objects by assigning one number to each object and only counting each thing once. It’s typical for students to touch these objects or move them into a different pile as they count them one by one and develop an understanding of the question, ‘how many objects are there?’.
Learning about one-to-one correspondence will help your students develop an understanding of number values. When counting objects, each object can only be counted once and associated with one number. They will also learn that when counting objects, the number associated with the object that is measured last also tells us the total number of things. There are four main counting principles for your students to remember when learning to count objects. You’ll find these listed below.
The four counting principles
- Each object counted can only be assigned one number name. E.g., one, three, five.
- Number names must be used in a fixed order. E.g., one, two, three, four, five.
- It doesn’t matter which object is counted as the first or last object. There will always be the same amount of objects.
- The number name of the last object counted tells you how many objects there are in total.
We have loads of great resources to use when you’re teaching your students about one-to-one correspondence. Most of them are prep-free and can be used in class and home to help your students improve their counting and one-to-one correspondence skills.
One-to-One Correspondence vs. rote counting
It’s commonly misbelieved that rote counting and one-to-one correspondence are similar things. While both involve numbers, rote counting is merely the recital of a sequence of number names. For example, students can name numbers ‘one, two, three, four, five’ in a list, but they are not counting objects simultaneously. Instead, they have memorized the order in which number names are said.
One-to-one correspondence focuses on counting objects and assigning numbers ‘one, two, three, four, five’ to these objects in the correct order as they are calculated. This also helps students understand that the numbers they say hold value.
Why is One-to-One Correspondence important?
Your students need to develop their one-to-one correspondence skills if they wish to progress on to other topics in math successfully. For example, without the ability to count and automatically match quantities to their representative numbers, your students could struggle to solve even the simplest math problems.
Learning how to match quantities automatically to number names enables students to spend more time focusing on the content of the math problem and less time on figuring out what the numbers are by counting every object individually. For example, as an adult, we can look at dice and know that all the sides of that dice hold a different number value, and we automatically know this number by looking at the amount of dots on the side of the dice.