# ONE TO ONE CORRESPONDENCE

**Subject** :

Number Readiness

**Topic** :

ONE TO ONE CORRESPONDENCE

**Class** :

KG 1

**Term** :

1st Term

**Week** :

Week 5

**Instructional Materials** :

- Wall charts
- Card boards
- Textbooks
- Workbooks

**Previous Knowledge : **

The pupils have been taught

in their previous lesson

**Behavioural Objectives :** At the end of the lesson, the pupils should be able to

- be match items together
- match objects together with its corresponding number of figures

**Content** :

ONE TO ONE CORRESPONDENCE

The kids have mastered their counting and have memorized the numbers. They can also recognize some of the numbers. Now is the time for them to begin to count actual number of objects.

One to one (1:1) correspondence is the ability of the kids to match an object to the corresponding number and recognize that numbers are symbols to represent a quantity.

This helps them to understand the value of numbers.

One to one correspondence will give the kids the knowledge to skillfully count a real object.

They should know that two balls = 2; 6 apples =6

1:1 correspondence provides the link between the symbol, the language and the quantity.

Adequate knowledge of One –to –one correspondence will help them to count objects very well without skipping any item or counting an item two times.

They should practice saying one number with one object.

1 2 3 4 = 4

Here, we have four squares. Let a child count the squares one after the other. After that, let him or her write four.

Explain to them that the number ‘4’ stands for four squares. You can use several objects for the counting.

**Presentation**

The topic is presented step by step

Step 1:

The class teacher revises the previous topics

Step 2.

He introduces the new topic

Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise

**Class Activities **

Group the children in your class. May be a group of five, group of seven and group of ten Get each child to count the number of children in each group.

When they count————– say 1, 2, 3, 4, 5. Let the child write 5 on the board. ( kids love

to write on boards more than books)

Let them know that the numeral five represents five children in the class. Get another child to count another group and write the numeral.

Let every child in the class do the counting and write the number.

The more they practice this skill, the more numbers begin to make meanings to them. This exercise will also help you in sharpening their recognition and writing skills

You can use different fun, colourful and exciting objects to practice 1:1 correspondence with the kids. Remember, consistence makes perfect.

**Evaluation** :

Count and write on the board the number of items

- six balls
- eight pencils
- nine chairs
- two apples
- one book

**
Conclusion** :

The class teacher goes round to mark

: