Learning to use numbers and counting can be complicated for our little ones. At times, a child is able to count numbers aloud in the correct sequence but they are unable to identify an individual number, its name or its corresponding amount. This is very much like when a child is able to sing or say the ABCs in order, but are not yet able to identify individual letters or reproduce the individual corresponding sounds.

Over my years of teaching and now homeschooling, I have noticed that children will:

1. Count all numbers in sequence when given a group of objects to count but have issues with tagging each object in the group.
2. Touch items in a group without saying a number. (Our aim when children are learning to count is for them to touch each item in a group while saying the correct number in sequence.)
3. Attempt to count but then just touch the entire group, saying a number that is out of sequence. (When a child does this, it usually signifies that he/she has run out of counting words and therefore is unable to tag each item in the given group. For instance, my twin toddlers will use ten to describe any group that has too many objects for them to count.)

What is tagging?

Tagging is the ability to touch each item in a group and say a number.

What we need to do as educators is provide our little learners with numerous opportunities to count, practising the skill of one-to-one correspondence until they develop into accurate and confident counters, tagging each item in a given group with the correct number in a sequence. We need our children to be able to count the objects in a group and understand that the last number they mention does not name the last object but stands for the entire group of objects they have counted.

Knowing how many there are in a group is referred to as seeing the cardinality of a group of objects. Being able to see the cardinality of a group of objects requires so much practice of the important skill of one-to-one correspondence. Hence my reason for making this simple yet effective learning tool that can be used over and over.

What is One-to-one Correspondence?

One-to-one correspondence is the idea that numbers correspond to specific quantities or the principle that each item in a given set can be counted only once. One-to-one correspondence is a vital beginning Math skill for young children. It can take months for children to begin counting objects with one-to-one correspondence. 

Did you know:

A child that has mastered the skill of one-to-one correspondence is employing synchrony, tagging and a strategy for keeping track of objects that have been counted?

Learning the important skill of one-to-one correspondence is hard work, but the DIY Cardboard One-To-One Correspondence Counting Cards will give my girls the practice they need.

4 tips to consider when working on the skill of one-to-one correspondence with your child.

1. Model counting objects lined up on a table/floor so that your child is learning to keep track of the objects they are counting.
2. As you model, pull each object with your finger so that your child sees how you go about accurately tagging each object in the group that is being counted.
3. Ensure that your child is confident with the number sequence that is needed to count a given group, this way they are able to tag correctly.
4. You can practice learning number sequences by consistently counting objects in your child’s environment. If a child does not know the number sequence when asked “how many?” they will say the last number word they uttered, which might not be correct, instead of knowing the cardinality.

How we used the counting cards on our first attempt / How to present this simple educational activity to your child

When we worked with our DIY Cardboard One-To-One Correspondence Counting Cards, I started off by giving each twin a card. We identified the number on the given card and counted the corresponding dots. I modelled counting, tagging and moving each bead for the amount specified on each card on the girls’ first attempt. After our first attempt, the girls were eager to count the beads on their own, so I encouraged them to place beads on the red dots on each card as they counted. After counting out the correct amount of beads for each card, they laced the Chenille stick while we counted the beads together. The girls do not consistently tag or move objects to keep track of them, but with repetition and encouragement over time, they will.

Skills Covered When The DIY Cardboard One-To-One Correspondence Counting Crads Are Utilized

1. Children are able to review numbers in the digit system in the correct sequence.
2. They are learning to tag items in a group.
3. They are learning number cardinality.
4. They are learning to keep track of the items they are counting as they develop into accurate and confident counters.
5. They are beginning to understand quantities.
6. They are learning the important skill of one-to-one correspondence.
7. They are learning to count without going over a target number.
8. They are learning to make estimations of ‘how many’ when asked about objects in the environment.
9. They are learning to be in synchrony with tagging touches with practice.
10. They are learning strategies that they will be able to apply when counting groups with larger amounts efficiently.

How to Create The DIY Cardboard One-to-One Correspondence Counting Cards

Step1: Gather all the materials you will need.

• Scissors
• Cardboard
• Chenille Sticks
• Beads
• Markers
• A container 
• Paper Puncher

Step 2: Use your scissors to cut down five or more cards to a size of your choice. (I made two sets because I have twin toddler girls.)

Step3: Use your marker to write the numbers, number names and corresponding dots. You can decorate around the edges of the cards if you wish to do so.

Step 4: Use your hole punch to place holes on the bottom of each card. (Try not to punch the holes too close to the edge of each card.)

Step 5: Push a chenille stick into each hole and bend and twist one side onto the other to keep them in place. I used my scissors to cut the chenille sticks down so it would be easier for my toddler twin girls to manipulate when lacing.

Step 6: Your cards are ready! place your beads into a container and it’s time for some learning fun.

If you try to create our DIY Cardboard One-to-one Correspondence Counting Cards at home or in your classroom, please let us know in the comments below!

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Thank you for joining us on our journey as we learn step by step!

Kimberlee