PDM1-1 Sorting into Groups

PDM1-1 Sorting into Groups Page 175-176 Curriculum Expectations Ontario: km31, 1m5, 1m7, 1m46, 1m72 Western: kss2, 1SS2, [C,CN] Goals Students will sort objects according to different attributes using sorting circles. PRIOR KNOWLEDGE REQUIRED can identify sides and corners in shapes can identify triangles, rectangles, squares, circles, and ovals Vocabulary square rectangle triangle circle oval sort data sorting circle Materials masking tape or string pictures of domesticated and wild animals cards with letters, numbers, and symbols and small boxes or containers (see Activity) attribute blocks or BLM Attribute Blocks (pp G-1 G-5) sorting circles or BLM Sorting Circle (p G-6), BLM Sorting into Two Groups (p G-7) At home Students can help sort groceries or laundry. Sort objects using one sorting circle. Create a large circle on the floor using masking tape or string. Put a card with the word boys on it inside the circle and ask all the boys to stand inside the circle. ASK: Who are left outside the circle? (girls) Repeat with a different label, such as red shirts or long hair. Start with four pictures of animals. Draw a sorting circle on the board and label it pets. Ask volunteers to come to the board and place a picture inside or outside the circle, depending on whether or not it is a pet. Repeat with other labels (EXAMPLES: wild animal, has 4 legs, eats meat) and an increasing number of pictures. ACTIVITY Provide each student with a box and several cards with letters, numbers and other symbols drawn on them (one item per card). Ask students to place all the cards of a certain type in the box (EXAMPLE: all letters, all numbers, all 2-digit numbers). Repeat several times. Bonus Place all the capital letters in the box. Introduce vocabulary: sorting,, data. Point to the last of animals in the sorting circle on the board. ASK: How are all these objects the same? Explain that students have been sorting: putting objects, or data, into F-2 Teacher s Guide for Workbook 1.1

s according to different labels or rules. Point out that all of the objects in a are similar in some way, e.g., all the animals in the circle are pets. Sort geometric shapes into one. Review the names of various geometric shapes, sides and corners, and curved and straight sides. Give each student the same 7 8 attribute blocks (2 or 3 squares, a rectangle, a circle, 2 triangles, and an oval would be a good set) and a sorting box. Ask students to place all the squares in the box. Point out that the shapes left outside the box could be called not squares. Repeat with triangles. Then have students place all the shapes with straight sides in the box. ASK: What is left outside? (a circle and an oval) Why? (They do not have straight sides.) What kind of sides do they have? (curved) Sort and trace. Give students a large sorting circle on paper and have them label the 4 sides. Ask students to sort their attribute blocks using this sorting circle. They should trace the shapes without overlapping them. Then show students a parallelogram and ASK: Does this go inside or outside the circle? Repeat with a pentagon and a four-sided shape that has some curved sides. Then give each student a different shape to place inside or outside the circle. Ask partners to swap sorting circles and check each other s work. connection Geometry Extension Sort the shapes below using a sorting circle labelled Shapes that have a line of symmetry. Probability and Data Management 1-1 F-3

PDM1-2 Sorting into Groups Page 177-179 Curriculum Expectations Ontario: 1m5, 1m7, 1m32, 1m41, 1m42 WNCP: 1SS2, [C, CN] Goals Students will sort objects according to different attributes using sorting circles. PRIOR KNOWLEDGE REQUIRED Vocabulary square rectangle triangle circle oval sort data sorting circle can identify sides and corners in shapes can identify triangles, rectangles, squares, circles, and ovals Materials masking tape or string attribute blocks or BLM Attribute Blocks (pp G-1 G-5) sorting circles or BLM Sorting into Two Groups (p G-7) a red pencil and crayon, a blue pencil and crayon various classroom materials and common objects (see Activity) Sort into many s. Show your students a set consisting of two crayons (red and blue) and two pencil crayons (also red and blue). ASK: How could we sort these objects? Sort them into crayons and pencil crayons, then into red and blue, clearly labelling the s each time. Show a yellow crayon and ASK: Which does this crayon belong to? (none) Explain that sometimes objects don t fit into any and are placed outside the circles. Create two large circles on the floor and have students sort themselves according to labels, such as eye colour, that leave at least one student outside the s. ASK: Suppose I label the circles boys and girls. How is this sorting different? (No students are left outside the circles.) ACTIVITY online guide Detailed lists of sorting materials and rules. Create stations with s of objects for students to sort in two different ways, and have students rotate through the stations in s of three. Include three sorting boxes at each station, and write the rules or labels for each sorting on cards (one label per card). Students each fill a box according to one rule, then they empty their boxes and sort again according to another rule. In the first sorting, all objects should fit into one of the s; in the second sorting, some objects should be left outside the s. EXAMPLE: Objects 1st sorting 2nd sorting Bonus Writing tools: markers, crayons, pencil crayons in different colours By type: markers, crayons, pencil crayons By colour: green, red and blue (other colours stay outside) makes thick lines and makes thin lines F-4 Teacher s Guide for Workbook 1.1

connection Sorting (Math Counts) by H.A. Pluckrose Various objects are sorted in this book. Potentially complex concepts are made accessible to students. online guide Science and Technology Connections. Students are asked to sort materials into several categories. Other types of objects that can be sorted include attribute blocks, beads, small plastic animals, and clothing. Sort geometric shapes. Give students a copy of BLM Sorting into Two Groups and have them sort the same set of triangles and quadrilaterals (use attribute blocks) into shapes with 3 corners and shapes with 4 corners. Put two sorting circles on the board and take up the answers as a class. Then show a circle and a pentagon and ask students where these shapes should go. Sort the same shapes into triangles and circles and shapes with 4 corners. Which shapes outside the s in the previous sorting now go inside one of the s? (circles) Label a sorting circle more than 3 corners. Show a rectangle and ASK: How many corners does this shape have? Is 4 more than 3? Where does this shape go? Repeat with a pentagon and a circle. Then show students a triangle and ASK: How many corners does this shape have? Is 3 more than 3? (no) Where does this shape go? Remove the shapes from the board and draw a second circle, labelled triangles and circles. Sort the same four shapes into the two circles. ASK: Can you think of any shapes that go outside the s? (ovals, hearts, eyes, some leaves) Now sort the four shapes into the fewer than 3 sides and then add a second, 4 sides. Where do triangles go? (outside both s) Finally, sort into three s: fewer than 3 sides, 3 sides, and 4 sides. Where does a hexagon go? (outside all circles) A heart? (in fewer than 3 sides ) Add a fourth circle labelled more than 4 sides and place the relevant shapes into it. Are there any shapes that stay outside the circles? (no) Describe how objects were sorted (two circles). Guide students to deduce sorting rules, as above, for objects sorted into two s. Start with simple attributes (EXAMPLES: colour, size, type of object), then move to geometric attributes (EXAMPLES: curved sides, 3 corners). connection Health Sorted by. Write on the board: red, blue, green. ASK: Which word describes all three words together? Write colours on the board, so that it represents a title for the previous three. Repeat with large and small (size); has dots, has stripes, no pattern (pattern); square, rectangle, circle, triangle (shape). Draw three sorting circles and label them red, blue, and green. Have a volunteer sort several objects into these circles. Explain that the objects are sorted by colour. Ask students to describe several pre-sorted collections (where they have already guessed the names of the sorting s) in this way. Distribute flyers from grocery stores and have students cut out and sort foods into the four food s. Probability and Data Management 1-2 F-5

PDM1-3 Does It Belong? Page 180-183 Curriculum Expectations Ontario: 1m2, 1m3, 1m46, 1m72 WNCP: 1SS2, [C, R] Goals Students will identify objects sorted incorrectly and move them to the correct or position. Vocabulary square rectangle triangle circle oval sort data sorting circle PRIOR KNOWLEDGE REQUIRED can identify sides and corners in shapes can identify triangles, rectangles, squares, circles, and ovals can sort data into one or more s, including data that does not belong in any Materials two sorting circles or BLM Sorting into Two Groups (p G-7) BLM Shapes That Do Not Belong (pp F-14 F-17) attribute blocks corresponding to shapes on the BLM above (see BLM Attribute Blocks (pp G-1 G-5)) Shapes that do not belong (one ). Draw a sorting circle on the board and label it squares. Then draw a large square and a small square inside the circle. ASK: Have I sorted the squares correctly? Then draw a circle inside the sorting circle. ASK: Is the circle in the right place? Why not? Repeat using the label circles and ovals, then has stripes. ACTIVITY 1 problem solving Reflecting on other ways to solve the problem, Justifying the solution Write on the board a list of names (EXAMPLES: red, has stripes, 3 corners). Give each pair of students 10 12 attribute blocks. Pairs pick a name from the list together. Player 1 finds three shapes that belong to the and one shape that does not. Player 2 has to identify the shape that does not belong. Students then switch roles. To encourage students to use different names each time they play, award points for each different name used. VARIATION: Player 1 chooses a name alone and finds three shapes that belong to the and one shape that does not. Player 2 has to identify the shape that does not belong. Players who pick the wrong shape have to explain what they thought the rule was. Partners then share their s names and pairs check whether both are correct. EXAMPLE: Player 1 chooses large and picks: a large striped square, a large striped triangle, a large blue triangle, and a small triangle. Player 2 says the square doesn t belong because the name is triangle. Shapes that do not belong (two s). Draw two circles, label them squares and circles, add a circle and a square in the right circles, then F-6 Teacher s Guide for Workbook 1.1

add a triangle in either circle. ASK: Is the triangle in the right place? Why not? Repeat with circles labelled has stripes and has dots and a shape that does not belong in either circle. Then draw circles labelled circles and ovals and squares and rectangles and add one of each shape in the right circle and a triangle in either circle. Ask students if this is the right way to sort the shapes. Ask them to correct the mistake. Repeat with another incorrectly placed shape. Give students two sorting circles and attribute blocks corresponding to the shapes on BLM Shapes That Do Not Belong. Copy the BLM on a transparency. Display the first page, but hide the labels. Have students find the attribute blocks pictured, sort them into s as shown, and identify each name (uncover the labels when they do). Ask students to hold up the shape that has to be moved outside the circles in each pair. Invite a volunteer to circle the shape and draw an arrow as shown in the sample question. Complete the BLM together in this manner, or have students complete the BLM independently. (On page 2, misplaced shapes are in the wrong. On page 3, misplaced shapes have to be moved to different places. On page 4, there are more shapes in each and more misplaced shapes, including some incorrectly placed outside all s.) ACTIVITY 2 problem solving Reflecting on other ways to solve the problem, Justifying the solution Sides: Corners: Write pairs of names on the board. EXAMPLES: has stripes and has dots, rectangles and squares and circles and triangles, fewer than 4 corners and 4 corners, all sides curved and all sides straight, dark and light, pattern and no pattern. Give pairs 10 12 attribute blocks. Players pick a pair of names together. (Players can again earn points for using different names.) Player 1 sorts the shapes according to the names chosen and misplaces at least one shape. Player 2 has to identify the misplaced shape or shapes and move them to right position. Every shape moved correctly gives the pair another point. Students then switch roles. VARIATION: Player 1 chooses the names alone and creates two sets, again misplacing one of the shapes. Player 2 has to find the shape that does not belong. Players who pick the wrong shape explain their thinking, and pairs check whether both answers are correct. Extension Can you see a pattern in the number of sides and corners? Which shape does not belong? ANSWER: Sides: 5, 4, 3, 2, 1. Corners: 5, 4, 3, 2, 0. The circle does not belong because it has more side than corners. A teardrop shape has one side and one corner, so it would belong with the pattern. Probability and Data Management 1-3 F-7