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Core concept: Objects can be sorted according to their attributes.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- there are lots of ways to describe the same object
- when we describe an object, we notice its attributes
- the same collection can be sorted in more than one way by focusing on different attributes.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify, describe, and sort everyday objects by colour, size, or shape
- explain their thinking when sorting a collection of everyday objects
- identify and explain what is the same or different within a group of everyday objects.
Daily number sense: Where do you notice Mathematics in the world around us?
Daily number sense: Where do you notice Mathematics in the world around us?
Revisit the mathematical display created in the previous lesson and ask students what mathematics they noticed in the environment. Add student responses to the display.
Revisit the mathematical display created in the previous lesson and ask students what mathematics they noticed in the environment. Add student responses to the display.
Playing with maths helps you become a mathematician!
Playing with maths helps you become a mathematician!
Explicit Modelling:
Explicit Modelling:
Display an object from the treasure box such as a shell and describe the attributes to the students. Describe the object. For example, the shell is round, smooth, and white. Ask students what they noticed about the object.
Display an object from the treasure box such as a shell and describe the attributes to the students. Describe the object. For example, the shell is round, smooth, and white. Ask students what they noticed about the object.
Explain that the things we are noticing and the words we are using to describe this object are its features or its attributes. Remind students that mathematicians notice attributes and know that objects can have many attributes.
Explain that the things we are noticing and the words we are using to describe this object are its features or its attributes. Remind students that mathematicians notice attributes and know that objects can have many attributes.
Activity: Close your eyes and predict what you feel!
Activity: Close your eyes and predict what you feel!
Using the treasure box, students will predict what possible items could be inside the box based on their touch senses. Invite a student to describe what they can feel. Observe student response verbal and non-verbal responses. Show the item and have students further describe the attributes they can see.
Using the treasure box, students will predict what possible items could be inside the box based on their touch senses. Invite a student to describe what they can feel. Observe student response verbal and non-verbal responses. Show the item and have students further describe the attributes they can see.
Record these words to add to the Mathematical display.
Record these words to add to the Mathematical display.
Explain that the features are called attributes and they help to compare and organise things.
Explain that the features are called attributes and they help to compare and organise things.
Consolidation and meaningful practice: Exploring different ways to sort
Consolidation and meaningful practice: Exploring different ways to sort
In small groups, provide 10 to 20 loose items. For example, an assortment of pebbles, sticks, shells, pinecones, and banksia seed pods. Encourage students to sort their collection into a sectional sorting tray as in Figure 4.
Use ‘Talk moves’ to encourage reasoning.
Take groups on a gallery walk to see how other students have sorted their collection of items. Ask students to turn and talk to discuss which attributes were used when sorting the collections. Members of each group then describe what attributes they used for the sort.
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