Unit: Sorting
Overview:
In this unit students will be using many different manipulatives and objects in
order to learn how to sort the objects into different categories. They will either be
given a rule to use or they will be asked to explain why they are sitting the way
that they are. This will allow me to check their understanding both when given a
rule and when they are sorting using their own rules. This will provide students
with the opportunity to think outside the box and to share their way of thinking
with me and with the class.
General Outcomes:
Use patterns to describe the world and to solve problems.
● Specific Outcome:
○ The child sorts a set of objects based on a single attribute, and
explains the sorting rule.
The child demonstrates curiosity, interest and willingness to learn about the
environment and community.
● Specific Outcome:
○ Demonstrates awareness of the properties of objects and events in
the environment by:
■ Describing some properties
■ Sorting objects according to common properties; e.g., color,
size, shape, and texture
■ Matching objects or events as being the same as or going
together
■ Distinguishing between similar objects, based on one or more
characteristics
Activities:
● Board Sorting - For this activity the teacher will be sorting objects on the
board based on size, colour, or shape. The teacher will ask the students if
the objects can go in certain groups and the children reply with yes or no
until all is sorted. The next extension is to ask the students why the object
can not go in a certain group or why it can.
● Sorting the Class - For this activity the students will be sorted into two
groups, this can be done in a number of ways - colour of shirt, style of shirt,
hair colour. This can also be done where students have to decide what
groups each child is in based on the rule or the teacher will pick a few
students and then the students will have to guess the rule that I was using
to sort the students.
● Table Sort - For this activity I will give students manipulatives (unifix cubes,
shape blocks, themed objects) on the table and will ask them to sort the
objects using a given rule. Students will then sort the objects and the
teacher will come around and ask how they sorted it and why they might
have sorted like that. This could be extended by giving the students a
variety of random objects and asking them to sort them and tell me a rule
after they have sorted them. This would allow them to sort whichever way
they choose and to think about why.
● Sorting Read-Aloud Books - Sorting books when read aloud allow the
students to become more engaged. Books such as Sort it Out by Barbara
Mariconda are great books for helping teach the students how to sort. The
teacher would read a book and then have a discussion about the book with
the students and what the book showed them.
● Real World Sorting Examples - A lesson where I have slides and talk to the
students about places in their life where they will see sorting happen. Talk
to the students about why we sort things and how it makes it easier to find
things. Some examples that they might know of are how we sort our toys
into bins so we know where to find them, how the grocery store sorts the
food into isles so that people can find them easier.
Assessment:
I will be assessing students by observing how they sort objects. I will watch as
they sort objects and will be able to get an understanding of if the student
understands what we are doing. I will also take in any work that is written so that
I am able to formatively assess their understanding of sorting. The last thing I will
be doing for assessment is having students work individually with me and explain
to me how they sort certain objects and why they are doing it that way. This
allows me to check their understanding of the outcomes and better understand
where I need to go and if I have to further teach with more explanation the
concept of sorting.
