Keeps one-to-one correspondence between counting words and objects (one number word for each object), at least for small groups of objects laid in a line. May answer a “How many?” question by recounting the objects, or violate 1–1 or word order to make the last number word be the desired or predicted word. 




You may see this:

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Other Examples:

  • A child counts each of four objects, pointing to each while saying . . . "1, 2, 3, 4"

Help your student become a(n) Corresponder

These activities focus on saying one number word for each object. Rhythmic and playful games such as "Simon Says" lay the ground work, and others such as "Counting Wand" demonstrate and discuss the concept that we must have one and only one number word for each object. Because there are really two correspondence – between saying the counting words and pointing, and between pointing and the objects – multiple experiences over a considerable time are often needed.

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.