Ms.

Mani
LESSON #1

Strand/Topic:

Grade: 2/3

Sorting and Classifying

Expectations
General-Collect and organize categorical or discrete primary data and display
the data using labels and Venn-diagrams (p.51)
Specific-demonstrate an ability to organize objects into categories, by sorting
and classifying objects using two attributes simultaneously (e.g. by color and
shape at same time)

Date:
Oct 28-29, 2015
Is there a Connection for Students? Connections to other Curricular Areas?
Connection to:
-Patterning and Algebra,
-Geometry and Spatial Sense (shapes, size)
-Language: reading and writing

Equity/ Diversity and Social Justice (Teacher Actions)

To ensure that the lesson is attainable to all students, I will review the key terms with the class and do thumbs up, thumbs down to check understanding. I will also
make sure all students get an opportunity to sort an object into a sorting circle. Students who had difficulty sorting first item will get a chance to sort another one.

10-15 minsPart 2: Action 10- 15 minsPart 1: Minds On

Questions to Ask
Strategy to Activate Prior Knowledge:
-Teacher points to arranged labels on the board and asks what do you
notice about these labels?
Direct instruction on Attributes, Labeling, Venn Diagrams (how to use
and when to use it)

Teacher says: These are the food items that we will sorting
today. This will be your DATA. I will be calling on
volunteers to help sort our data into Venn Diagrams
--Teacher directed Mini-Task/Shared lesson
1) Teacher models her own thinking and sorts items into the
Venn diagram organizer
2) Student volunteers will be called up to sort food
-teachers asks ongoing questions as students place items in
different circles

OISE/UT Math 3-Part Lesson plan template

What are these labels telling us?

Where does this belong AND
How do you know?
Who remembers how a Venn-diagram
looks like?
To check for understanding of
concepts:
What is SORTING?
What is DATA?
What is an ATTRIBUTE?

Accommodations/
Modifications

Materials

If teacher notices that kids arent

understanding the terms used,
then she/he will repeatedly say the
terms and ask questions that check
for understanding (Ex: Can
somebody remind me what an
attribute is? Or say: ____ said it
goes in this category what is he or
she referring to?)

Encourage students to move data around to figure

out the groups.
-Do you any items with similar/different
attributes?
-What food items go together?
-What name can we give to this group? (to make
labels)
Venn diagram
What does the middle (circle B)/ outside circle
represent?
Can I compare small attribute with big attribute?
(no because they are both from the same SIZE
attribute, and an item cannot have both these
attributes at the same time)

While some
students are
sorting ask the
class to think
about what items
they would bring
into these circles
and talk about it
to their elbow
partner
(management +
to ensure student
engagement )

Labels

Food drive items

Labels
Hula Hoops (2)
Venn Diagram
chart

Ms. Mani

ongoing Part 3: Consolidate Debrief

Questions to Ask
Student volunteers will be asked to justify their thinking when sorting items into
sorting circles
Students will summarize and express their thinking to the group.
Teacher checks to see if students responses contain the big ideas (Are they using
words like attributes, category, Venn diagram, labels, etc. in their responses)
The teacher asks questions and reinforces the key ideas:
- Collecting and Sorting Data,
-Analyzing Data,
-Comparing Data
-Labeling Data
-Organizing Data into an organizer (Venn Diagram)

What did we learn today?

When can we use a Venn
Diagram? ( to compare
and sort items with 2
different attributes)
Why did ______ decide to
place an item in the
middle loop?

Accommodations /
Differentiation
To help out students who are
stuck or incorrectly place an
object I will ask the whole
class to observe and evaluate
whether the student is doing it
correctly or not)
After every student sorts an
item teacher will ask class,
does everyone agree with this
sorting? If not, what would
you like to change and why?

Assessment Tools (diagnostic/formative/summative)

Diagnostic assessment for learning- during group discussion on attributes and labeling
Formative Assessment as learning- while students decide on sorting categories and labels of food items
Next Steps
Introduce attribute blocks, allow students to experiment with identifying four different attributes (SIZE, COLOR, SHAPE, THICKNESS) on blocks.

OISE/UT Math 3-Part Lesson plan template

Materials
Food drive items
Labels
Hula Hoops (2)
Venn Diagram chart

Ms. Mani

LESSON #2
Strand/Topic: SORTING - Attributes

Grade: 2/3

Date: Nov 2, 2015

Expectations
General-Collect and organize categorical or discrete primary data and display the data
using labels and Venn-diagrams (p.51)
Specific-demonstrate an ability to organize objects into categories, by sorting and
classifying objects using two attributes simultaneously (e.g. by color and shape at same
time)

Is there a Connection for Students? Connections to other Curricular Areas?

Connection to:
-Patterning and Algebra,
-Geometry and Spatial Sense (shapes, size)
-Language: reading and writing

Equity/ Diversity and Social Justice (Teacher Actions)

To ensure that the lesson is attainable to all students, I will use materials that all students are familiar with (attribute blocks, food items, etc.)

Part 1: Minds On

Questions to Ask
To activate prior knowledge, teacher will debrief on last lesson. Teacher
discusses what she noticed from student responses

What do you notice about

these blocks?

Teacher introduces sorting circles. Teacher models her own observation and
thinking by picking out five blocks and sorting them on a sorting circle.

What attributes can you

identify?

Teacher will call out groups of 3-4 students and provide them with the materials
-attribute blocks
-sorting circles
-labels
-attribute search worksheet

What do I notice that is

similar about these blocks?

OISE/UT Math 3-Part Lesson plan template

Which loop can both blocks

fall under?

Accommodations/
Modifications
If teacher notices that
kids arent
understanding the terms
used, then she/he will
repeatedly say the terms
and ask questions that
check for understanding
(Ex: Can somebody
remind me what an
attribute is?)

Materials

Attribute Blocks
Whiteboard, markers
Sorting Circles

Part 2: Action

Ms. Mani
Students will go back to their desks and will do an investigation of attribute
blocks. They will be provided 6- 7 attribute blocks. They will identify four
attributes of each block and record it on the chart provided in the Attribute
Search worksheet as a guide
They will sort the blocks into the sorting circles and find appropriate labels for
them. When they are done, they will flip the labels over and call the teacher to
come and guess their labels.
They will be given the opportunity to sort again using two different labels.

What do you notice about

the
color/shape/size/thickness?
What are some
similarities/differences?

Two extra items and

labels will be set up for
groups who finish their
tasks. Students will get to
extend their knowledge
to sorting other items.

Attribute blocks
Sorting Circles
Attribute Search
worksheet

What blocks belong in the

same loop?

When students complete the tasks and complete two rounds they will have an
opportunity to trade their blocks and labels for another list of sorting items and
labels.
FOOD ITEMS AND LABELS
GINGERBREAD CHILDREN AND LABELS

Strand/Topic: Sorting and Classifying

Grade: 2/3

Date: Nov 3, 2015

Expectations
General-Collect and organize categorical or discrete primary data and display the data using labels and
Venn-diagrams (p.51)
Specific-demonstrate an ability to organize objects into categories, by sorting and classifying objects
using two attributes simultaneously (e.g. by color and shape at same time)

Is there a Connection for Students? Connections to other Curricular Areas?

Connection to:
-Patterning and Algebra,
-Geometry and Spatial Sense (shapes, size)
-Language: reading and writing

Equity/ Diversity and Social Justice (Teacher Actions)

To ensure that the lesson is attainable to all students, I will use materials that all students are familiar with (attribute blocks, food items, etc.)

Part 1: Minds On

Questions to Ask

Intro: Mental Set: Attribute Dash game -identifying attributes

(to review attributes sorting)

(BLOCK 1)

Intro: Consolidate/Debrief on independent assessment

(BLOCK 2)
Teacher directed lesson on reviewing attributes and patterning

Teacher reviews PATTERNS (what is a pattern, how can we identify a

pattern, how do we check to see if there is a pattern, how can we identify
what is next in the pattern

Take a look at the attribute chart

Shared discussion on defining and modelling examples of patterns with

two changing attributes (using attribute blocks)

OISE/UT Math 3-Part Lesson plan template

Look around at your

classmates, what attributes
do you notice about their
clothing, color, hair
length, etc.
To Identify Patterns:
-Do you notice a change
in the attributes?
-Are objects repeating in a
series?
-Is the pattern repeating 3
times?
-What is the pattern core?

Accommodations/ Modifications
To help students who may not understand
concepts, I will re-enforce the concepts,
make a word list of all math terms on the
board, revoice students responses using
appropriate math language,
To check for understanding, questions will
be asked to show student thinking, same
questions may be repeatedly asked for
clarification

Materials
Whiteboard
Markers
Math Words
Wall on Board

Part 2: Action

Ms. Mani
Students having difficulty with concept
attainment would be given attribute
blocks and sorting circles to identify
attributes prior to creating their patterns

BLOCK 1:
Grade 2s will practice the concept with a partner and sort 6-7 attribute blocks
into sorting circles. They will work in pairs, sort the same attribute blocks in a
variety of ways. They will be required to sort and label each loop. When
complete they will swap materials and work with new sets of attribute blocks.

Attribute
blocks
Labels
Sorting Circles

Grade 3s will be participating in a teacher directed lesson that introduces the 3 Loop
Venn Diagram.
BLOCK 2:
Grade 2 will be participating in a teacher directed lesson that consolidates the
concepts of attributes, sorting, organizing, Venn-diagrams. They will also extend
their learning in a new condition: using different items and objects.
Grade 3s will apply what they learned on 3 Loop Sorting circles with a partner
and sort 6-7 attribute blocks into 3 sorting circles. They will work in pairs, sort
the same attribute blocks in a variety of ways. They will be required to sort and
label each loop. When complete they will swap materials and work with new sets
of attribute blocks.

Strand/Topic: Sorting and Classifying

Grade: 2/3

Date: Nov 3, 2015

Expectations
General-Collect and organize categorical or discrete primary data and display the data using labels and
Venn-diagrams (p.51)
Specific-demonstrate an ability to organize objects into categories, by sorting and classifying objects
using two attributes simultaneously (e.g. by color and shape at same time)

Is there a Connection for Students? Connections to other Curricular Areas?

Connection to:
-Patterning and Algebra,
-Geometry and Spatial Sense (shapes, size)
-Language: reading and writing

Equity/ Diversity and Social Justice (Teacher Actions)

To ensure that the lesson is attainable to all students, I will use materials that all students are familiar with (attribute blocks, food items, etc.)

Part 1: Minds On

Questions to Ask

Intro: Mental Set: Attribute Dash game -identifying attributes

(to review attributes sorting)

(BLOCK 1)

Intro: Consolidate/Debrief on independent assessment

(BLOCK 2)
Teacher directed lesson on reviewing attributes and patterning

Teacher reviews PATTERNS (what is a pattern, how can we identify a

pattern, how do we check to see if there is a pattern, how can we identify
what is next in the pattern

Take a look at the attribute chart

Shared discussion on defining and modelling examples of patterns with

two changing attributes (using attribute blocks)

OISE/UT Math 3-Part Lesson plan template

Look around at your

classmates, what attributes
do you notice about their
clothing, color, hair
length, etc.
To Identify Patterns:
-Do you notice a change
in the attributes?
-Are objects repeating in a
series?
-Is the pattern repeating 3
times?
-What is the pattern core?

Accommodations/ Modifications
To help students who may not understand
concepts, I will re-enforce the concepts,
make a word list of all math terms on the
board, revoice students responses using
appropriate math language,
To check for understanding, questions will
be asked to show student thinking, same
questions may be repeatedly asked for
clarification

Materials
Whiteboard
Markers
Math Words
Wall on Board

Part 2: Action

Ms. Mani
BLOCK 1:
Grade 2s will practice the concept with a partner and sort 6-7 attribute blocks
into sorting circles. They will work in pairs, sort the same attribute blocks in a
variety of ways. They will be required to sort and label each loop. When
complete they will swap materials and work with new sets of attribute blocks.
Grade 3s will be participating in a teacher directed lesson that introduces the 3 Loop
Venn Diagram.
BLOCK 2:
Grade 2 will be participating in a teacher directed lesson that consolidates the
concepts of attributes, sorting, organizing, Venn-diagrams. They will also extend
their learning in a new condition: using different items and objects.
Grade 3s will apply what they learned on 3 Loop Sorting circles with a partner
and sort 6-7 attribute blocks into 3 sorting circles. They will work in pairs, sort
the same attribute blocks in a variety of ways. They will be required to sort and
label each loop. When complete they will swap materials and work with new sets
of attribute blocks.

OISE/UT Math 3-Part Lesson plan template

students having difficulty with concept

attainment would be given sorting
circles to identify attributes prior to
creating their patterns

Attribute
blocks
Labels
Sorting Circles