1. Among the provided answer options, indicate the correct one. In 1. «The introduction» of counting rules includes exercises

1. Among the provided answer options, indicate the correct one. In 1. «The introduction» of counting rules includes exercises such as: 1) counting heterogeneous objects; 2) counting in pairs, threes, or other groups; 3) counting objects arranged in a closed contour; 4) counting objects arranged in rows or columns; 5) counting by representation; 6) counting by size.

2. Exercises on comparing sets by their cardinality should start with the case when: 1) both sets are composed of the same objects; 2) each of the sets is made up of homogeneous objects (for example, triangles in the first set and circles in the second set); 3) each of the sets is composed of heterogeneous objects with only one distinguishing feature (for example, shape); 4) each of the sets is composed of heterogeneous objects with two distinguishing features (for example, shape and color); 5) both sets consist of arbitrary objects; 6) there is no correct answer.

3. Teaching set comparison should start with: 1) counting the number of objects in each set; 2) visually, i.e., by their position on a plane; 3) forming pairs of elements (one from each set) by overlaying them on each other; 4) forming pairs of elements by placing them next to each other; 5) forming pairs of elements by connecting them with lines; 6) there is no correct answer.

4. When performing exercises to equate two sets, students develop the concept of: 1) whole and part; 2) difference; 3) the same amount or equal; 4) addition; 5) subtraction; 6) there is no correct answer.

5. The leading method of teaching in the pre-numerical period is: 1) teacher’s instruction; 2) heuristic discussion; 3) observation; 4) practical work by students; 5) demonstration; 6) there is no correct answer.

Fill in the blanks in the tasks if necessary.
1. Counting is the process of mapping a set of objects being counted onto a segment of the natural number line, starting from the number one.

2. The similarity between quantitative and ordinal counting is that both types of counting can immediately provide answers to two questions: «How many?» and «What order?»

3. Quantitative counting differs from ordinal counting in that its result does not depend on the sequence in which counting is conducted.

4. Natural number is the only common property of all sets.

5. A confident mastery of counting operations in the pre-numerical period is necessary primarily for children to form the concept of quantity.

6. In the process of practical establishment of a one-to-one correspondence between two sets of objects, children develop the concepts of «pair» and «matching.»

7. When performing exercises comparing sets, children should pay attention to the relationship between the relations of «more» and «less.»

8. The general didactic goal of hoop games and «Decorate the Tree» is to develop children’s ability to perform actions accurately.