Sorting and Classifying Concrete Objects
by Varying Attributes

Designed by: Emily Hammett, Meadowfield Elementary

1) Core Curriculum Objective(s): Sort and classify concrete objects according to one or more attributes including color, size, shape, and thickness (1PF1-8)     PACT:  III.C.1

Grade Level:  1     Subject:   MATH

2) Overview:   Literature and the Internet will be used to introduce and review the concept of sorting.  The students will sort and classify sorting toys and shapes by color, size, and shape.

3) Purpose/Essential Questions:  How can objects be put into groups that have the same color?  How can objects be put into groups that have the same size?  How can objects be put into groups that have the same shape?

4) Time Frame: Two 45-min. lessons

5) Resources:

Baker, Alan.  1995.  Gray Rabbit's Odd One Out.  New York: Kingfisher.

Sorting toys for each group

2 different colored pieces of yarn

Butcher paper

Crayons

AverKey

     Television

     Computer

     Attribute (A) -Block set (from CSMP kit) for each group

6) ASSESSMENTS:  The students will be graded based on the following rubric (This rubric is to be used to assess sorting by shape and sorting by color).

1.  21/24 to 24/24 shapes correctly sorted by color/size =
85% - 100%  =   +

2.  18/24 to 20/24 shapes correctly sorted by color/size = 
75% - 84%  =  T 

3.  17/24 and below shapes correctly sorted by color/size =
below 75% =  -

To assess sorting by shape for extra credit, the following rubric should be used:

1. 21/24 to 24/24 shapes correctly sorted = 85% - 100% = 5 pts.

2. 18/24 to 20/24 shapes correctly sorted = 75% - 84% = 3 pts.

3. 17/24 and below shapes correctly sorted = below 75% = 0 pts.

7) INSTRUCTIONAL ACTIVITIES:

Day 1 - 45 min.

1. To introduce the concept of sorting, the teacher will read aloud to the students the story  * Gray Rabbit's Odd One Out by Alan Baker. 

2. After reading the story, the teacher will ask the students the following questions:  a)  How did Gray Rabbit find his book?  b) How did he put or sort his objects into different groups?

3. After the discussion, the teacher will ask the students what they think would be other ways to sort objects (ex: size, shape, color, etc.) and write these ideas on the board.

4. The teacher will highlight the ideas of sorting by color, size, and shape and tell the students that they will engage in several sorting activities based on these attributes.

5. The teacher and the children will move to the carpet area, and the teacher will lay out a red circular piece of yarn labeled "small" and a blue circular piece of yarn labeled "big".  The teacher will lay out a variety of different colored, shaped, and sized sorting toys and tell the children that they must help Gray Rabbit sort his toys into big and small in order to help him find his favorite book.  Children will be called upon to choose a sorting toy and to place it in the correct yarn circle. 

6. After several children have had an opportunity to sort the "toys", the children will choose one-two partners with whom to work.  Each group will be given a sheet of butcher paper, crayons, and a bag of their own sorting toys and will be told to classify their objects based on color.  For each different color, the children must draw a different colored circle on their butcher paper and place their objects in the correctly labeled circles. 

7. As the children engage in this activity with one-two partners, the teacher will circulate to informally assess if children are placing the objects correctly based on the attribute of color and provide any necessary guidance. 

8. After this activity, the teacher will ask the children to recount how    they sorted their toys.

Day 2 - 45 min.

9. The students and teacher will review the different ways to classify and sort based on color, shape, size, etc. and the importance of classification and sorting.

10.  After this discussion, the teacher will inform the students that they will be completing another group sorting activity and that then they will be given a sorting assignment to complete for a grade. 

11.  Using the AverKey technology, the teacher will go to http://www.scholasticnetwork.com/max/garden/index.htm  and read the poem "The Summer Mystery Garden" aloud several times.  Then, the teacher will call upon the students to help him/her fill out the on-line form that asks the students to list 3 ways to sort the fruits and vegetables.  The responses will be automatically assessed on-line.

12.   After using this activity to review different ways to sort and classify objects, the teacher will have the students again choose one-two partners with whom to work.

13.   Each group will be given a set of A-blocks (CSMP kit), 3 pieces of butcher paper, and crayons.  

14.   Each group will be asked to sort and classify their set of manipulatives by color and then by size, making sure that each different color and size is placed in different circles based on the labels.  Each group will be told that the teacher will be looking to see if the shapes are placed in the correctly labeled circle, and the teacher will explain the rubric (see Assessment).

15.   Once a group has sorted and classified its shapes based on one of the attributes (color or size), the group members should raise their hands, and the teacher will formally assess the activity using the rubric.  If the group has sorted any of the shapes incorrectly, the teacher will tell the students how many shapes are incorrectly sorted and to discuss with their partner (s) which shapes they need to re-sort.

16.  After a group has sorted shapes based on one attribute and the teacher has checked the work, the group will go on to sort the shapes based on the next attribute. 

17.   After sorting the shapes based on color and size, the groups may sort their A-blocks based on the attribute of shape for extra credit.

18.   For those groups that complete the sorting activities early, they may try to sort their A-blocks based on two attributes, simultaneously (ex: color and size; size and shape; color and shape).

19.   After the activity, the teacher will ask the students how they sorted their shapes.

* Summary of Gray Rabbit's Odd One Out.  Gray Rabbit cannot find his favorite book because his room is so messy.  In order to clean his room and thus find his book, he sorts his possessions into like groups.  As he sorts objects by pairs of animals, paint supplies, things that roll, everything purple, etc., he comes closer to locating his favorite book.  Finally, once all his possessions are sorted, Gray Rabbit finds his book.

** For enrichment activities, see the "Extra Challenges" associated with "The Summer Mystery Garden" poem on the Internet.