• Use a checklist (M-K-5-1_Sorting Circles Checklist.doc) as students describe the sorting circles (M-K-5-1_Lesson 1 Sorting Circles.doc), making notes about accuracy as they count names in each column and describe the columns that have the most or the fewest entries.
• Ongoing formative assessment can be done during small-group work, student interaction, and whole-class discussion. Observations made throughout the lesson will help in determining if students need more guided practice.

“Class, today I wanted to use these small objects for a project, but I have a problem. When I went to take out the materials I noticed they are all mixed up. Can you help me figure out a better way to organize our math materials?”

“Have any of you ever had a messy room? What did you have to do to clean it up?” (Focus on the strategies that include finding certain toys, books, etc. and putting them in special spots.)

Tell the class that each group will be given a bucket of manipulatives. The first thing you want them to do is talk about how the materials are different from each other. (Start with different because it is often easier than similar.) Tell students that “different” means items are not the same and show an example.

Allow time for the groups to discuss differences. Come back together as a class and create a list of the differences. Then tell the class: “Now I’d like you to discuss all the similarities between the manipulatives. Similarities are the ways they are the same.”

Allow time for the groups to discuss similarities. Come back together as a class and create a list of the similarities.

Pass out the Lesson 1 Sorting Circles sheet (M-K-5-1_Lesson 1 Sorting Circles.doc). Say, “Now I’d like you to spend some time with your group deciding how you would like to sort the manipulatives. In order to sort, you need to find manipulatives that are similar and put them in a pile together.” Check to make sure students are recording their information correctly.

Students will sort into the circles and then record the properties that put each circle in that spot. They will also record a title for each of the circles. Groups may need more than one sheet if they sort into more than four groups.

Have students bring their sheets to the front. Have several students share the ways that they sorted. As a class decide on titles for the class bins to store the materials.

“What is the best way to sort when there are materials we will need many times? Would it make sense to keep the materials all mixed up? Why not?

“Where else can you use sorting to help you stay organized?”

Extension:

Use the activities and strategies listed below to tailor the lesson to meet the needs of your students during the year.

• Routine: This activity could be used for various areas of the classroom. Students can take ownership of the management of materials in the classroom by sorting them and creating labels/titles for each area and/or bin. This can be done in the beginning of the school year or throughout the year.
• “Fishing for Friends”: Using a pretend fishing pole (or any object), begin “fishing” for students with a common attribute (same hair color, shirt color, first initial, etc.). Do not tell students your rule. As you “catch” students, put them in the center of the carpet with the class sitting around them. Students must try to guess the rule you used to “fish” for friends.

Once students become familiar with this game, have them be the fishermen. They must think of a rule and fish for friends, while the class tries to guess their rule.

• Expansion: Students can extend their understanding about organizing materials and finding similarities and differences by sorting into fewer groups. Challenge them to sort the materials into only two or three groups. A Venn diagram can be given to help them determine the grouping.
• Small Group: Students who are having difficulty determining a way to sort their manipulatives can play a game with you called Guess My Rule. Begin by placing several materials into different groups. Then ask the students to guess your rule for placing materials in a pile. While placing objects, you can have two piles and let students know that those in one pile fit your rule, while those in the other pile do not. Continue with this game until the students understand why certain materials fit together.