Embedded Files
Core concept: Objects with shared attributes can be categorised into a two-way sort.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- mathematicians can think of and select specific attributes when sorting the same collection and then explain and describe the attributes that they are using to sort
- objects can have various attributes and can belong to more than one category.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify, describe, and sort everyday objects by colour, size, or shape and then explain their choices
- identify what is different between objects
- identify attributes that allow shapes to belong in more than one category.
Daily number sense: Counting shapes are everywhere.
Daily number sense: Counting shapes are everywhere.
Build student understanding of counting one-to-one by communicating how many items they can find.
Build student understanding of counting one-to-one by communicating how many items they can find.
Play ‘I spy’ in the classroom. Spot the attributes of objects in the environment. Say ‘I spy with my little eye something that is round, blue, soft’ and so on.
Play ‘I spy’ in the classroom. Spot the attributes of objects in the environment. Say ‘I spy with my little eye something that is round, blue, soft’ and so on.
What attributes (characteristics) of objects did you see? Students turn and talk to their peers about what shapes, sizes and colours and how many items they just found.
What attributes (characteristics) of objects did you see? Students turn and talk to their peers about what shapes, sizes and colours and how many items they just found.
Playing with maths helps you become a mathematician!
Playing with maths helps you become a mathematician!
Activity: How could we sort or categorise these objects?
Activity: How could we sort or categorise these objects?
Students need to think about how they could sort the items into collections in different ways, such as a horizontal sort seen in Figure 5.
Students need to think about how they could sort the items into collections in different ways, such as a horizontal sort seen in Figure 5.
Encourage students to sort their collections using 2 attributes and to use a middle section to show the items that belong to both categories.
Encourage students to sort their collections using 2 attributes and to use a middle section to show the items that belong to both categories.
Figure 5
Figure 5
Activity: In small groups, students sort a collection of loose items as being big or small. Use a collection of items to sort, and identify the shared attribute e.g. big and small, light and dark, sharp and blunt etc
Activity: In small groups, students sort a collection of loose items as being big or small. Use a collection of items to sort, and identify the shared attribute e.g. big and small, light and dark, sharp and blunt etc
Consolidation and meaningful practice: Discussing and connecting some of the mathematics
Consolidation and meaningful practice: Discussing and connecting some of the mathematics
Show students Figure 7 and Figure 8.
Ask students, ‘What is the same about all the images on the right-hand side? What about the left-hand side? Is there anything different about the objects in the top left and bottom right? What are they?’
Students sort a collection of loose items such as shells, leaves, rocks, and sticks in different ways, moving from sorting into 2 categories to a two-way sort. For example, natural or coloured, and big or small.
Figure 7 – An example moving from sorting from a two-way sort to a four-way
Figure 8 – An example moving from sorting from a two-way to a four-way sort using loose items
Page updated
Report abuse