1.Explain your understanding of Number Concepts.

2. Give examples of several ways that one-to-one correspondence activities may be varied.

3. Determine which of the following one to one correspondence activities isnaturalistic, informal, or adult-guided. Give a reason for your decision.

• Mr. Conklin has six cat pictures and six mouse pictures. "Patty, does each cat have a mouse to chase?
• Rosa lines up five red blocks in a row. Then she places a smaller yellow block on each red block.
• Candy puts one bottie on each of her baby doll's feet.
• Aisha passes one glass of juice to each child at her table.

4. Discuss with your group what you might do if a 5-year-old seemed not to have the concept of one-to-one correspondence beyond two groups of three.

5. Decide which type of comparison (number, speed, weight, length, height, or size) is being made in the following examples:

• This block is longer than your block.
• My racing car is faster than your racing car
• My doll is bigger than Janie's doll
• Mother gave you one more apple slice than she gave me.
• I'll take the heaver box and you take the light box.
• My mom is taller than your mom.

6. There are several ways in which children can demonstrate their understanding of comparisons. Reflecting on the three ways discussed, naturalistic, informal, and adult-guided, identify and describe one activity for each.

In your group brainstorm ideas, and on your own make adjustments and implement your game.

Develop your own one-to-one correspondence game. Play the game with a young child. Share the game with the class. Would you make any improvements?