Activity 1: Australian Curriculum connections
Mathematics Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) Represent practical situations to model addition and sharing (ACMNA004) |
Early Years Learning Framework connections
Outcome 1: Children have a strong sense of identity; Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. Children learn to interact in relation to others with care, empathy and respect. Outcome 3: Children have a strong sense of wellbeing; Children become strong in their social and emotional wellbeing. Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. |
Activity 2: Australian Curriculum connections
Mathematics Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) Subitise small collections of objects (ACMNA003) Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) Early Years Learning Framework connections Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigation. Children transfer and adapt what they have learned from one context to another. Outcome 5: Children are effective communicators; Children interact verbally and non-verbally with others for a range of purposes. |
What to avoid when teaching 1:1 correspondenceAvoid worksheets as they are not concrete and cannot be manipulated, which supports children's understanding. Worksheets are not interesting, engaging or open-ended and do not enable children to think creatively or use their higher order thinking skills.
Opportunities to practise in their environmentIncidental learning is important as children learn the importance of mathematics as they are able to recognise the everyday context where it is used.
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How to teach 1:1 correspondence effectively
It is important to provide experiential, hands-on activities for children when learning mathematics. This is because being able to hold and manipulate the objects supports children's understanding of core mathematical concepts before they move onto abstract and mental mathematics. It is also important to make math play interesting and enjoyable so children develop a positive attitude toward math and not an aversion to it. Use natural and man-made, open-ended and concrete items that are easily handled and manipulated such as honkey nuts, stones, blocks or buttons.
Opportunities to practise with explicit teachingFor more explicit teaching of 1:1 correspondence for children who require additional support or to provide a greater depth of learning, explicit teaching of the concepts through activities may be required. This can be done through whole-group mini lessons or in small groups depending on the activity and the needs of students. See examples below:
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