Math One To One Correspondence

Explain me One-to-One Correspondence and Counting Skills concept for teaching Maths?

[Pathak]

You want to know about One-to-One Correspondence and Counting Skills concept for teaching Maths so here is its details:

Activities for teaching counting
Have the child compare/match/sort groups of objects into sets; then have him or her identify the number of items in each set, expressing them by name and by some pattern (e.g., clapping or ringing a bell the same number of times as the number in the set).
Use counting songs and fingerplays to practice counting forward, backward, by twos, by fives, by tens, etc.

Using the brailler, have the student count spaces to get to the bell, starting from different points along the line; the student can also depress full cells to correspond with a particular number.
Have the child count objects aloud as he or she individually drops them into containers; start by dropping one item at a time, then two at a time, and so on.

Keeping track of game scores can be a motivating and relevant way of applying counting skills. For example, the child can count the number of points earned by individuals in a card game, or in a ball game.

Record specific directions on tape for the student’s independent practice. For example, using a tray with dividers, the student could place a certain number of items in the first section, a different number of items in the second section, and so on. Students could also be directed to place a card with the correct Nemeth Code symbol in each of the sections to correspond with the number of items.

Have a “counting scavenger hunt.” Tell the child the location of several containers of objects (depending on the student’s memory, he or she could be given one location at a time, or several at once). The child must go to the locations, obtain the container of objects, count the number in the container, and then order the containers in correct number sequence. The student can then count up all the items for a grand total.

Use a “talking tablet” device with overlays containing rows of tactual dots and shapes; program the device to speak the number of the shapes sequentially from left to right or top to bottom. The child touches shapes in the correct sequence and receives reinforcement as to the number place in sequence. The child must confirm the correct sequence of numbering (good for a student who has limited fine motor ability).

The development of an autobiographical timeline (in cooperation with a student’s family) requires the student to actually plot significant events sequentially. This provides concrete reinforcement of number line concepts and the value and sequence of numbers, in a personally relevant and interesting format.

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