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Karla Lopez

Professor Flowers

EDU 214/Fall 2016

15 October 2016

Final Project Lesson Plan

Subject: Math

Theme: Sorting and Classifying

Age/Grade: 4-5 year olds/ Preschool

Goals:

1. Sort objects by similar attributes (e.g., size, shape, and/or color).

2. Use physical materials models, pictures, or writing to represent and communicate ideas.

3. Explain and justify thinking about mathematical ideas and solutions.

Objective:

1. Distinguish at least two differences or similarities between the types of pastas.

2. Examine the pastas and categorize them into at least three groups that are the same.

3. Identify and describe the characteristic used to form a group.

Materials:

1. Appropriate book, relevant to topic such as: The Button Box by Margarette S. Reid

and/or Lets Explore: Sorting and Sets by Henry Arthur Pluckrose

2. SMART Board

3. Internet access

4. Power Point: Sorting and Classification (optional: include video or song)


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5. Different shapes of previously colored pastas. Enough for each group to get same amount

and kind of pastas.

6. Educational and age appropriate software where children can classify.

Such as: http://www.iboard.co.uk/activity/Bear-Sorting-345

Procedure

Day 1: Introduce students to the book chosen. Start by asking questions about the cover of the

book; continue to build on students knowledge about the book. Does anyone know what

buttons are? While reading the book make sure to make comments on sorting and classifying of

buttons. Allow students to ask questions and respond appropriately; maintain students engage

by asking questions about the book. End the story by conversing with students about button

sorting. Why did he group these buttons together? What group does my button belong in?

Day 2: Remind children about the book the class read the day before. With the help of your pre-

made Power Point presentation, continue by providing students with information about sorting

and classifying. Ask questions and answer students questions. Move on to introducing students

to the activity they will be conducting.

Activity: Hand each group a set of colored pastas and ask, Does anybody know what these

are? Give them time to look at the items in front of them. While children explore the items ask,

Do all the pastas look the same? After their response, ask if any of them can name a difference

or a similarity. Continue by asking children to put the pastas into different groups. As each group

works on grouping their pastas, go to each group and ask students the characteristic used for

each group made. Help and guide students as necessary. As the students explain the method of

classification used, encourage the students to use descriptive words that refer to the pastas

color, shape, size, or any characteristic they noticed. When all groups have finished, end the
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activity by briefly pointing out the different characteristics mentioned by each group and the

different groups created. Ask questions to ensure all students have a basic understanding of what

sorting and classification is. Make sure to answer all students question; if necessary set concrete

examples.

What Next: Continue to develop childrens classification skills during their daily activities.

Introduce children to more descriptive words to enhance their vocabulary. Provide children with

a sorting and classification software that they can use during computer center time.

Special Needs Adaptations: For a student who has a hearing impairment I would make sure to

always speak loud and clear. If necessary resort to the use of a microphone. Ensure to repeat

what other students have said to maintain all students involved. Seating the student with a

hearing impairment at the front of the class is important. So the student can have a good field

vision of the SMART Board and myself. I would always act out the steps for an activity and

provide written or pictorial directions. While conducting class I would observe the students

reactions and engagement with the class for any signs that can indicate whether he/she is

listening. If the student is not engaged that could be a sign that something is not working. If that

is the case I would first talk to student to see what is or is not working and then change strategies

to fit the student's needs.