Unit 1, Lesson 7
Sort Math Tools
Grade 1
Preparation
Lesson Narrative
In kindergarten, students sorted objects into given categories. In this lesson, students choose categories to sort math tools that they have used in previous lessons (pattern blocks, two-color counters, and inch tiles). Students explain how they sorted and how many are in each category.
Although math tools are suggested and described throughout the lesson, any small objects may be used that students can sort into two or more categories.
In Activity 3, students choose from center activities introduced in previous lessons, to practice counting up to 20 objects or adding and subtracting within 10.
- Action and Expression
None
- Comprehend (in spoken language) the meaning of the term “category.”
- Describe (orally) the categories chosen for sorting objects and determine (orally) the number of objects in each category.
- Let’s sort objects and describe how many.
Required Materials
Activity 2
Activity 3
Required Preparation
- Each group of 2 needs a bag of math tools (with a small handful of inch tiles, pattern blocks, and two-color counters).
- The math tool sorts from the previous activity are needed for this Gallery Walk.
- Gather materials from previous centers:
- Counting Collections, Stage 1
- Number Race, Stage 3
- Check It Off, Stages 1 and 2
- Five in a Row: Addition and Subtraction, Stages 1 and 2
- Find the Pair, Stage 2
Suggested Centers
NoneModify the lesson by providing recyclable materials for students to sort instead of math tools. Explain that recycling means making new products out of old materials, such as turning empty plastic water bottles into rugs or clothing.
In Activity 1, ”Sort Objects,” invite students to name the groups they used to sort, and to tell the number of recyclable objects in each group. They can use one of the blackline masters to help them organize as they identify attributes of the recyclables and sort them into two or more groups. During the gallery walk in Activity 2, “How Did They Sort?,” students use their own language and the language generated by the class during Activity 1 to describe how the recyclables were sorted, and to tell how many recyclables are in each category.
(Example recyclables: assorted paper, plastic drink lids, paper juice boxes, plastic takeout containers, paper straws, plastic straws, soda cans, foil pie pans)
Environmental Principles & Concepts
Teacher Reflection Questions
In kindergarten, students compared two- and three-dimensional shapes and used informal language to describe how they were alike and different. What informal language did students use to describe shapes today? How did the Collect and Display routine help students develop more language to describe objects?