Lesson Plan:

# Sort it Out!

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Standards
September 6, 2015

## Learning Objectives

Students will be able to group items into different categories. Students will be able to compare the number of items in various categories.

## Lesson

### Introduction (15 minutes)

• Ask students if they know what the word sorting means. Explain that sort means to put certain types of people, things, or items in a group.
• Ask if they know what the word classifying means. Explain that it means to give the group a name.
• Write out these words with the definition on the board.
• Ask students how they can sort and classify students in the classroom. If students are unable to come up with anything, give an example and go around the class asking each student to give an example. Examples could include hair color, students who like sports, and eye color.

### Explicit Instruction/Teacher Modeling (15 minutes)

• Explain to your students that they use sorting and classifying everyday.
• Explain that when they are doing a lunch count with three items, they are creating 3 groups: students who want item 1, students who want item 2, and students who want item 3 .
• Create 3 columns on the board. Put each item as the header on each column. Go around the class and ask each student what they ordered.
• After you complete the chart, ask questions related to the chart. For example: How many more people want item 1 than item 2?

### Guided Practice/Interactive Modeling (30 minutes)

• Tell your students that sorting and classifying can help them in their daily lives. For example, food can be sorted into unhealthy and healthy categories, and it helps people see which type they eat more often.
• Pass out scratch paper. Have students fold the paper into 2 halves.
• Have students title the first column Healthy and the second Unhealthy. Spell the words on the board.
• Set the timer to 7 minutes.
• Instruct students to fill out the 2 columns with foods they ate yesterday.
• After this, ask students to raise their hands if they ate more healthy items. For those who raise their hands, ask how many more healthy items they eat than unhealthy items.
• Do the same for unhealthy items.

### Independent Working Time (30 minutes)

• Instruct your students to complete the Outside or Inside worksheet.
• Give your students the What Belongs on the Water worksheet.
• Go over the worksheets as a class.

## Extend

### Differentiation

• Enrichment: Instruct students to pick one topic, such as modes of transportation, fruits and vegetables, or living and nonliving things. Have students create two or three columns, labeling each with the categories. Ask your students to write and draw at least 5 examples for each column.
• Support: Cut out 3 different types of shapes on 3 different colors of construction paper. Keep the number of shapes different. For example, cut out 4 squares, 7 rectangles, and 2 circles. Create a packet of shapes for each group of 2 that needs support. Give a packet to each pair and ask them to sort it by color. After they do that, ask questions related to sorting. For example: How many more squares are there than rectangles?

## Review

### Assessment (10 minutes)

• Put 5 red, 2 blue, and 7 yellow blocks on a high chair visible to all students.
• Instruct students to number one through four on their papers.
• Ask your students comparison questions about the blocks. Potential questions include: How many red blocks are there? Which color has 7 blocks? How many more yellow blocks are there compared to red? How many less blue blocks are there compared to red?

### Review and Closing (10 minutes)

• Play Learn Grade 1-Maths-Sorting and Classifying by KidsClassroom.
• Ask each student to name one thing he learned from the video, worksheets, and practice related to sorting and classifying.
• Clarify and correct your students' errors or misunderstandings.