S&P2 Students sort objects into 2 or more groups.
Teaching Strategies
Guided practice »Take up time »
Sensory stimulation »
Provide opportunities for choice »
Correcting errors »
Attribute meaning »
Touch cues »
Contingent responding »
Strategic pausing »
Prompting »
Scaffolding »
Explicit teaching »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
ToysCars
Straws
Computes/IWB (e.g. Tux Paint)
Tactile resources
Cotton balls
Animals
Red and blue counters
Big and little blocks
Assessment Record
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Early Stage 1 Outcome 2012 DES1.1 Students recognise there is a difference between the characteristics of two objects. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

Early Stage 1 Outcome 2015 MAe1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. MAe3WM Uses concrete materials and/or pictorial representations to support conclusions and informal recordings. MAe17SP Represents data and interprets data displays made from objects.

Life Skills 710 Outcome 2015 MALS 1WM Responds to and uses mathematical language to demonstrate understanding. MALS2WM Applies mathematical strategies to solve problems. MALS3WM Uses reasoning to recognise mathematical relationships. MALS35SP Recognises data displayed in a range of formats. MALS36SP Gathers, organises and displays data. MALS37SP Interprets information and draws conclusions from data displays.
HSC Life Skills 1112 Outcomes 2007 6.3 Reads and interprets a variety of graphs and tables. 
Framework Indicators
 Sorts objects into two groups (e.g. pegs and feathers).
 Sort objects into three groups.
 Sort objects into four or more groups.
 WM Sorts a pile of materials into groups of cotton balls, straws and blocks.
Teacher Language
Give an instruction
‘Put the pegs in one group’.
‘Put the feathers in one group’.
‘Put the straws in one group, the cotton balls in another group and the blocks in another group’.
‘Put the straws in one group, the cotton balls in another group and the blocks in a different group’.
Make a Statement
‘This is a peg’.
“This is a feather’.
‘They are different’.
‘This is a group of pegs’.
‘This is a group of feathers’.
‘This is a straw’.
‘This is a cotton ball’.
‘This is a block’.
‘They are different’.
‘This is a group of straws, they are the same’.
‘This is a group of cotton balls, they are the same’.
‘This is a group of blocks, they are the same’.
Correction / Prompt
‘How many groups do you have?’
Questioning
‘Are the objects in each group the same?’
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.
Sorts objects into two groups
For this activity, it is necessary to have a collection of objects e.g. feathers and pegs, that can be divided into two groups. This is done to assist students to easily sort objects into the correct group using the following sequence. Teachers are encouraged to use the teacher language above throughout these activities.
Teacher states ‘We are going to make two groups. This is a feather and this is a peg (showing the student each object). They are different. Put the pegs in one group and the feathers in a different group’. A visual prompt of two placemats etc. may be needed to encourage students to sort the objects into two groups. Once the groups have been completed teacher states ‘This is a group of feathers. They are all the same. This is a group of pegs. They are all the same’.
It is essential that the objects in each group are the same. For example all the feathers would be exactly the same including colour, size and shape, as would the pegs. The colour characteristic would be the same across both groups. This would mean that the students are sorting pegs and feathers i.e. not colours.
Sort objects into 3 groups
For this activity it is necessary to have objects such as straws, cotton balls and blocks that can be divided into three groups. The object of the activity is to have the students sorts the objects into groups where the characteristics are the same. Repeat activity as above using three sets of objects.
Teacher states. ‘We are going to make three groups. This is a straw, this is a cotton ball and this is a block (showing the student each object). They are different. Put the straws in one group, the cotton balls in another group and the blocks in a different group’. A visual prompt of three placemats may be needed to encourage students to sort the objects into three groups. Once the groups have been completed teacher states ‘This is a group of straws, they are the same. This is a group of cotton balls, they are the same. This is a group of blocks, they are the same’.
Sort objects into 4 or more groups.
For this activity, it is necessary to have objects that can be divided into four groups. The object of the activity is to have the students sort the objects into groups where the characteristics are the same. Repeat activity as above using four sets of objects.
Websites
Websites with resources, games and activities that could be used to support this goal include: