Name: Michael Fernandez

Date: October 28, 2014

Lesson Title: Sorting by Attributes

Setting: Small group of students (4) at a table in classroom. Possibly 2 separate groups (one in addition
to the original group of 4) if time permits.
Time: 10-15 minutes (10:30 -10:45am)
Context of lesson:
The students in my class are capable of sorting various objects based on the attributes of color
and shape, but have not yet expanded upon that knowledge in the classroom. This week we will
be focusing on adding in the other various attributes that can be utilized when sorting items.
These different attributes include, but are not limited to: Number of holes, size (small-mediumlarge), Number of corners, or round vs. pointed. In the activity students will look to find these
attributes as a useful indicator for distinctions between particular objects of interest.
Materials:
Various buttons of differing shape and color in a tub/container
Table with enough room to move and sort buttons
Georgia Early Learning and Development Standards:
CD-MA4 The child will sort, seriate, classify, and create patterns.
CD-MA4.3b Sorts objects by one attribute, such as color, shape, or size.
CD-MA4.4b Sorts and classifies objects using one or more attributes or relationships
CD-MA6 The child will explore, recognize, and describe shapes and shape concepts
CD-MA6.4a Recognizes and names common two-dimensional and three-dimensional
shapes, their parts, and attributes
SED3 The child will begin to demonstrate self-control
SED3.3d Manages transitions and adapts to changes in schedules and routines with adult
support.
CLL1 The child will lsiten to conversations and comprehend for a variety of purposes
CLL1.4a Listens and responds on topic to conversations and group discussions for an
extended period.
CLL1.3c Responds to more complex questions with appropriate answers.
APL2 The child will demonstrate interest and curiosity.
APL2.3a Demonstrates an increased willingness to participate in both familiar and new
experiences.
APL2.4b Asks questions and seeks new information. With assistance, looks for new
information and wants to know more.
Procedure:
1. The schedule is being adjusted to meet time needs and the appropriated time slots for snack
time and math centers are being switched. Math centers will be after recess while snack will
occur before recess. During these math centers four students will come to my table to work on
sorting shapes by different attributes relating to the distinguishable characteristics of buttons.
2. After students are seated, I will ask the students why they think sorting is important. This will
help to improve their understanding of sorting by giving a deeper context as to its use in the

3.

4.
5.

6.

real-world. Prompts for students may include:

1. Why do you think we sort objects?
2. Can you see a way we could organize our buttons so we can tell them apart? (touch your
nose if you do)
3. Why might that be important to us?
After discussing sorting in general, we will move on to physically sorting the different items.
This focuses on exploring what the students already know about sorting and how well they can
work cooperatively to sort the various buttons. The students have worked on color and shape
sorting for several weeks and will be drawn to either objective. I will ask them how we could
sort the objects and we will sort the objects based on the manner expressed by the students.
After sorting the buttons by the given criteria (shape or color), we will organize by the other
distinction.
I will allow the students to compare and contrast the two different attribute sortings. Questions I
ask may include:
1. How many groups did we have when we sorted by color?
2. How many groups did we have when we sorted by shape?
3. Do you think either way of sorting is better than the other?
4. Why might one way of sorting be better than another?
After discussing how we are used to sorting, I will introduce students to sorting by number of
holes in the buttons. I will ask the group if they see any other way to sort the buttons with a
focus on the characteristics of the objects. We may build up to holes by beginning with one
button. For example, we may begin with a green square with 2 holes and discuss its shape and
color first. After recognizing that we have already grouped by those two categories, I will ask if
they see another characteristic of the shape. After looking at the holes, we will compare it to
another green square with 4 holes in the button, then proceed to sort the objects by the number
of holes in them.

Extension:
If time permits, you can ask the same questions in step 5 once more to see if this new way of
sorting has an importance over shape and color that could useful in certain situations.
Ask students to try and find another way of sorting. Students can be driven towards size as it is
a common category for grouping. Given the materials, there is not large variance in size, so
allowing them to explore this possibility that does not have exact small, medium, and large
buttons may help them learn to explore all options even if they do not pan out. Students can also
explore other categories (objects with sides vs. round objects, number of corners/sides, etc.).
Have students separate categories into smaller sub-categories such as color and then shape to
create several groups that are very specific. Ask students why this my be useful or less useful.
Assessment:
Assessment of students' exploration of the shapes will come from their verbal and non-verbal
responses to the prompted questions and accompanied activity. I will gauge how the groups'
curiosity is answered with the new ways of sorting. I will pay close attention to how students
are grouping and whether they are grouping according to the guidelines we have decided as a
group. If students are struggling to work cooperatively or are having trouble grasping the new
sorting attribute, the activity can be modified for individual work or more adult scaffolding.