One-to-one correspondence with Aintree Primary School

https://player.vimeo.com/video/1160042038

[On-screen text: Strengthening number sense at home — One-to-one correspondence with Aintree Primary School]

[IMAGE: Victorian Mathematics Ambassadors Emily Glen and Patrick Kennedy stand and face camera]

[Patrick Kennedy] Hi, I’m Pat, and I’m here to talk with you about a very simple concept that has a big name, one-to-one correspondence. Really, it just means that one object corresponds or is attached to one number name. This involves lining up objects and pointing at them or touching them while counting. Christina and students from Aintree Primary School will show you what it looks like in the classroom and give you some ideas about what to do at home.

[On-screen text: Classroom demonstration Christina Karagounis (teacher) and students, Aintree Primary School]

[IMAGE: Christina Karagounis (teacher) and 6 students sit in a circle on the floor. A small bowl of counters sits in the middle of the circle]

[Christina Karagounis] So my number is 12. What’s my number?

[Students] 12.

[Christina Karagounis] 12. So I’m going to have a different collection here, and we’re going to count the collection. We’re going to say the number, and we’re going to move the counter at the same time. Are we ready?

[Students] Yeah.

[Christina Karagounis] I’m going to go first, and we’re going to go around this way. One.

[Student 1] Two.

[Student 2] Three.

[Christina Karagounis] Well done.

[Student 3] Four.

[Student 4] Five.

[Student 5] Six.

[Student 6] Seven.

[Christina] Eight.

[Student 1] Nine.

[Student 2] 10.

[Student 3] 11.

[Student 4] 12.

[Christina Karagounis] Great job. So now we’re going to double-check our counting. Ready? We’re going to say the number as I point. Let’s go.

[Everybody] One, two, three, four, five, six, seven, eight, nine, 10, 11, 12.

[Christina Karagounis] So how many counters do I have altogether?

[Students] 12.

[Christina Karagounis] One more time. How many do I have altogether?

[Students] 12.

[Christina Karagounis] Great job.

[On-screen text: At home tips Christina Karagounis, Aintree Primary School]

[IMAGE: Christina Karagounis (teacher) sits on a classroom table]

[Christina Karagounis]

One-to-one correspondence builds the foundation for number sense, so learners who understand and have number sense can then solve problems more flexible and confidently. You can support the development of one-to-one correspondence at home through touching items as you count them out loud, clearly showing one number for each object. When learning to count, learners will often count anything and everything that you have at home, so I encourage you to count with them. Starting with the small groups of numbers up to 10. The objects don’t need to be the same. You could use socks, potatoes, grains of rice, spoons, people, even objects at the supermarket. This gives your child extra practise, which will then build their confidence as a mathematics learner. If you want to extend this at the end of the counting, you could ask, “How many altogether?” If the child counts from the very beginning again, that’s okay. At the end, just say, “That’s right, there’s four altogether.” Happy counting.

[On-screen text: Victoria State Government logo

Authorised by the Victorian Government, Melbourne].

[End transcript]

Updated 26 February 2026

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One-to-one correspondence with Aintree Primary School

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