Matching equivalent and non-equivalent sets using one-to-one correspondence
Junior infants -- first term children will engage in these activities over a period of weeks. The aim of this activity is to establish relations through matching. One-to-oncorrespondence is the basis for counting. The approach used is discovery learning, an the skills covered include recording, reporting, predicting, sorting, classifying investigating, planning and co-operating. The children do the activity, discuss the results with each other and with the teacher and then record their results.
pairs of identical or related objects, charts showing labelled objects packs of cards, for example Happy Families, Snap dominoes overhead projector television programmes that portray matching activities
pictorial recording, non-permanent recording using string, cards or arrows and oralrecording. No symbols or number names are used at this stage.
discuss language of lesson informally discuss recording, e.g. the arrow identify equipment
match, goes with, belongs to, each,
more than, less than, enough, not enough
Children match 1 cup ... 1 saucer
Children match 3 flowers ... 3 flowers
Children match 5 buckets ... 5 chairs
Children match 4 flowers ... 2 flowers
Children match 3 children ... 1 pencil
Group of children and chairs. Is there a chair for each child?
- reinforce these concepts using matching picture cards, dominoes and peg boards
- make a necklace using one bead of each colour
- cards with pictures of objects, children find the same number of counters
- match cards with the same number of objects
- record orally and pictorially with child-child and teacher-child discussion
- children set up similar challenges for each other
- teacher chooses a child to drop a bead in a box for each child as they leave the room, another child takes out a bead as each child returns.
what does it mean when box is empty?
what does it mean when beads are left?
what does it mean when box is empty before all are seated?