Kindergarten Sorts and Classify Objects into Sets

Kindergarten Sorts and Classify Objects into Sets

TAGS: KINDERGARTEN

WEDNESDAY, JULY 23, 2014 8:32:22 PM

Common Core Taxonomy: Common Core, Kindergarten, Counting and Cardinality, Number and Operations in Base Ten, Operations and Algebraic Thinking

COMPARING NUMBERS/COUNT TO TELL NUMBER OF OBJECTS/ NUMBERS IN ORDINAL PRESENTATION & BEGIN TO COMBINE OR ADDING NUMBERS

Students skills should now present abilities to name the relative position of an object in a small ordered collection use ordinal numbers such as first, second, fifth, eighth, etc. Be able to recognize and describe orally line order (peers in activities).

Students may now understand that order is dependent on which object/event is identified as the starting point, so distinguish 'third from the door' from 'third from the window' etc. Contexts are spatial (lining up), temporal (the second hour of the day) and personal (I came first).

Strong focus should be placed on proper enunciation of order word (first, second, third, etc.)

Time: There does not need to be a set time limit for this skill.  Some of the most valuable lesson can happen through out the school day around a “supplementary” time frame of lining up for specials or going out to recess.

Formal lessons should be done over multiple days and lesson times should be from 15 to 20 minutes.

Lesson Objectives:  

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand that each successive number name refers to a quantity that is one larger.

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.  

COMPARE NUMBERS

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
Compare two numbers between 1 and 10 presented as written numerals.  Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.

Common Core Mathematics & State Standard met:  

Counting & Cardinality and Operations & Algebraic Thinking                                          

Kindergarten Level 

Outline & Activities:                                                                                                                        

1) A good supplementary activity that can happen multiple times during a school day is to have students participate in classroom activities such as lining up at the door, going to their tables, setting tables for snack, or handing out supplies for activities using student “helpers “teachers can emphasize the ordinal language. For example: “The students in Blue Group can go to their table first”, “John can line up at the door first and Mary can be second”, “The children in Red group were first to be ready for lunch.”

2) Formal activities can be presented in the context of “physical” education games. Young children love races. Vary the types of activity so that all students will have a chance to fully participate in what it means to be first, second, or third.  The following activities require only a large space (gym or recess field) and will support concepts of first, second, third. Activity suggestions are: running, skipping, hopping, walking heel to toe, egg & spoon race, or three-legged race.

3) Supporting a students need to visualize first, second, third, to last can be done with activities that support visualization Using a long line of teddies (or other objects) facing forwards, the teacher can ask questions such as those below.  The teacher presents an order of objects (such as red, green and blue unifix cubes). Teacher presents a pattern (2 red, 1 blue, 3 green) and asks, “What would come next?” Students can look at the objects. The next challenge is to have the teacher recite the pattern and have the students attempt to respond with their eyes closed, which forces more advanced strategies.

Questions can be proposed to different degrees of difficulty, depending on students’ comfort levels and willingness to take chances.

Skill: focus only on (first, second, third, etc.) Which block is behind this one (pointing at the third)? (Answer: the fourth)

Question: How do we know it is the fourth? (Response we count from the front, or students count “first, second, third, fourth” or some students may simply state that 4 comes after.

Which block is behind the fifth? (Answer: the sixth)

Question: How do we know it is the sixth? (Students count from the front to reach sixth, or (students say “first, second, third, fourth,” or (someone may state know that 6 comes after 5.

Which block is two behind this one (pointing at the fourth block)? (Answer: sixth block)

Which cube or block is in front of the tenth one? (Answer: the ninth)

Question: Now we have 7 blocks. Which block is last / second last / third last?

Preparation & Materials Needed: Red, green, and blue unifix cubes in sets of 10.

Assessment:

Interim Assessment: Activities 1 and 2 are perfect to evaluate students’ comprehension of concepts and skills.  These activities can be revisited multiple times!

Summative Assessment: Build a rubric to focus on activity #3.  Present questions to students one-on-one.

Extensions/Expansions & Variations: Make use of these supplementary activities! that can

Have students participate in classroom activities such as lining up at the door, going to their tables, setting tables for snack, or handing out supplies for activities using student “helpers “teachers can emphasize the ordinal language. For example: “The students in Blue Group can go to their table first”, “John can line up at the door first and Mary can be second”, “The children in Red group were first to be ready for lunch.”