In kindergarten math, children learn about one-to-one correspondence, which is the concept that each object in a set is paired with exactly one object in another set. This concept is important for developing a foundational understanding of numbers and counting.

One-to-one correspondence helps children understand that each number they count represents one object. For example, when counting a set of five apples, children learn to pair each number they say with one apple until they reach the total count of five. This helps them understand the relationship between numbers and the quantities they represent.

Kindergarten teachers use various hands-on activities and games to help children practice one-to-one correspondence. These activities often involve counting objects, such as using counting bears, blocks, or other manipulatives. For example, children may be asked to count a set of objects and place a manipulative on each object as they count to ensure they are matching each number with one object.

Developing a strong understanding of one-to-one correspondence lays a solid foundation for more advanced math concepts in later grades. It helps children develop number sense, understand the concept of addition and subtraction, and eventually move on to more complex mathematical operations.

Overall, one-to-one correspondence is a fundamental concept in kindergarten math that helps children build a strong understanding of numbers and counting.

.Counting and Cardinality

Know number names and the count sequence.

Count to 100 by ones and by tens. [K-CC1]

Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [K-CC2]

Count to tell the number of objects.

Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [K-CC4a]

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]

Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

Compare numbers.

Compare two numbers between 1 and 10 presented as written numerals. [K-CC7]