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One to One Correspondance: Representational Level

More Teaching Plans on this topic: Concrete

Phase 1

Initial Acquisition of Skill

Phase 2

Practice Strategies

Phase 3


Phase 4


Download printable version of this teaching plan, with additional detailed descriptions

PHASE 2: Practice Strategies

Receptive/Recognition Level

to provide students multiple practice opportunities to identify groups that show and do not show one to one correspondence.

Learning Objective 3:
Identify groups that do not show one to one correspondence using representations of objects.

Cooperative Learning


Teacher -

  • Bell or timer to signal when activity is to end.

Students -

  • Large index cards that show groups of pictures, stamps and dots. Some of the groups should be matched, and some should be unmatched.
  • Two containers, one for matched and one for unmatched groups. Color code the bins.



Students will work at tables in teams of 4 or 5 students. Each team is to decide if a card shows a matched or unmatched group. After the team makes their decision, they will place the card in one of two bins (matched/ not matched). When the teacher rings the bell, the teams are to get their materials and start working. The teacher will again ring the bell to signal an end to the activity and at that time, ask individual students to pick a card from one of the two bins and tell the class whether it shows a matched group or not.

Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.

2) Arrange students in cooperative groups. Groups should include students of varying skill levels.

3) Assign roles to individual group members and explain them:

a. Materials manager (Gets the materials – pack of cards and bins.)
b. Turn –taker (Makes sure that each student at the table gets a turn.)
c. Reporter (Raises his/her hand to let the teacher know when the group has completed the task.)
d. Encourager(s) (Encourages each person as they are deciding.)

4) Distribute materials.

5) Model one example of skill(s).

a. Take a sheet from the basket.
b. Decide if it shows groups that are matched one to one
c. Put it in the correct bin (matched/unmatched).
d. Make sure that the team agrees with the decision before the next student has a turn.

6) Review/model appropriate cooperative group behaviors and expectations.

a. Agree or disagree with a teammate’s decision.
b. Listen while children are sharing their responses with the whole class.

7) Provide opportunity for students to ask questions.

8) Teacher monitors and provides specific corrective feedback & positive.

a. Circulate around the table and check on children’s responses.
b. Make sure that each child receives feedback on his/her decision.
c. Provide closed choice questions (are these groups matched one to one?) or picture cards (match/no-match) to help students who have difficulty with verbal expression label their containers.
d. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.
e. Provide corrective feedback to students as needed.

Expressive Level

Purpose: to provide students practice opportunities to express their understanding of one to one correspondence so they will master it.

Learning Objective 4: Make two groups that show one-to-one correspondence using representations of concrete objects.

Instructional Game


  • Small game boards (similar to candy land) with colored cards and tokens.
  • Small chalkboard, chalk.
  • Set of game board cards. Each gameboard card will show a group of stamps on one side and a corresponding group of dots on the other.



Students will play this game in pairs. Each pair will have a game board, small chalkboard, chalk, and a group of cards. The first child to go will draw a colored card that shows a group of stamps and draw a matching group of dots on the chalkboard. His/her partner will then turn the card over to check the answer. If the drawing is correct, then the first child moves to the first open square on the game board that corresponds to the color of the card. The children are to take turns until they have both completed the game board path.

Instructional Game Steps:

1) Introduce game.

2) Distribute materials.

3) Provide directions for game, what you will do, what students will do, and reinforce any behavioral expectations for the game.

4) Provide time for students to ask questions.

5) Model how to play the game:

a. Draw a card and look at the group.
b. Take the chalkboard and draw a corresponding group of dots on the chalkboard.
c. Use cueing questions: How many are in my group? Do these two groups match? Do the groups have the same number?
d. Have a partner check the answer.
e. Move to the appropriate spot on the game board.
f. Give corrective feedback to your partner.
g. Take turns.
h. Make sure not to peek at the answers on the card before drawing.
i. Signal the teacher if there are questions.
j. Signal the teacher that the game is completed.

6) Play one practice round so students can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

7) Monitor students as they practice by circulating the room, providing ample amounts of positive reinforcement as students play, providing specific corrective feedback/ re-modeling skill as needed. Remind students to use their cueing questions: How many are in my group? Do these two groups match? Do the groups have the same number?

8) Play game.