S&P3 Students sort objects into two or more groups when there is a difference of one or more characteristic.

Syllabus Outcomes
Syllabus Outcomes

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               

MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

MAe-3WM Uses concrete materials and/or pictorial representations to support conclusions and informal recordings.

MAe-17SP Represents data and interprets data displays made from objects.

 

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-35SP Recognises data displayed in a range of formats.

MALS-36SP Gathers, organises and displays data. 

MALS-37SP Interprets information and draws conclusions from data displays.

 

HSC Life Skills 11-12 Outcomes 2007

6.3  Reads and interprets a variety of graphs and tables.

Framework Indicators

 

  • Sorts objects with a difference of one characteristic (e.g. red counters/blue counters, big blocks /little blocks).
  • Sorts objects with a difference of more than one characteristic into two categories (e.g. various toy cars and various toy animals).
  • WM  Sorts a pile of materials into groups of cotton balls, straws and pegs.

Teacher Language

 

Give an instruction

‘Put the red counters in one group’.

Put the blue counters in one group’.

‘Put all the cars in a group’.

Put all the pegs in a group’.

‘Put red counters in one group and white counters in another group’.

Look at the pegs’.

‘Sort them into two groups of cars and pegs’.

 

Make a statement

‘We have some counters’.

‘This is a white counter’.

‘This is a red counter’.

‘They are different colours’.

‘We are going to sort them into two groups. A red group and a white group’.

‘Look at the cars’.

‘Some are red/blue’.

‘Some are different shapes’.

‘They are different but they are all cars’.

‘Some are wood/plastic’.

 ‘Some are different colours’.

‘They are different but they are all pegs’.

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.

 

Students need to have independently achieved goal S&P2 before attempting this goal. 

 

Sorts objects with a difference of one characteristic

For this activity, use objects that are the same except for one characteristic e.g. colour. Teachers are encouraged to use the teacher language above throughout these activities. Teacher states ‘We have some counters. This is a white counter’. Teacher places a white counter on the table. Teacher states ‘This is a red counter’. Teacher places a red counter on the table. ‘They are different colours. We are going to sort them into two groups. A red group and a white group’. ‘Put red counters in one group and white counters in another group’.

 

Sorts objects with a difference of more than one characteristic into two categories (various toy cars and various toy animals)

The aim of this activity is to develop students’ ability to recognise that while objects can have different characteristics they can still be the same. For example; cars that have a different colour and shape are still all cars. 

For this activity, it is necessary to have objects that can be divided into two groups. The objects could be cars and pegs. The cars would have two characteristics that are different. For example; each car would be a different colour and shape. Likewise the pegs would have two different characteristics. For example; colour and size. The object of the activity is to have the student sort the objects into groups where the characteristics are the same, that is all cars and all pegs.

Teacher places a number of cars with more than one difference on the desk in front of the student. Teacher states ‘Look at the cars. Some are red/blue and some are different shapes. They are different but they are all cars’. Teacher states ‘Look at the pegs. Some are wood/plastic and some are different colours. They are different but they are all pegs. Sort them into groups of cars and pegs’.

 

Websites

Websites with resources, games and activities that could be used to support this goal include:

 

Suggested Apps

 

Caboose Express: Patterns and Sorting
SimpleSort
Sorting Game
Sort it! Animals
Sort it! Food and Drink
Sort It! For Kids