Field-Based Project Two: Small-Group Math Lesson

Submitted by: Kayla Peplinski

● Step 1: Learning Objectives/Goals

○ Content Standard(s): Which content standard(s) does this activity support?
● K.MD
○ A) Describe and compare measurable attributes.
■ 1. Describe measurable attributes of a single object or
objects, such as length, weight, or size.
■ 2. Directly compare two objects with a measurable attribute
in common, to see which object has “more of”/“less of” the
attribute, and describe the difference.
○ B) Classify objects and count the number of objects in each
category.
■ 3. Classify objects into given categories; count the number
of objects in each category and sort the categories by count.
Limit category counts to be less than or equal to 10.
○ Learning Goals: What new learning might occur through engagement with this
activity?

By sorting objects into groups, students will learn to categorize objects by

similarities and differences.

○ Audience: Describe the grade level for whom this activity is designed.

This is for a kindergarten class that is in the early stages of math, students are at
different levels of math skills.

○ Key Vocabulary: terms, concepts, and/or tools

● Tweezers
● Sort
● Identify

● Step 2: Consider Your Students’ Needs

○ Rationale: Why did you choose this task for these students? Why use this
model/tools?
 This is an introductory task of identifying the properties of objects and putting
them together in groups.

○ Prior Knowledge/Skills: What are the essential knowledge and skills needed by
students to effectively participate in the learning activities?
● Previously read the book Gray Rabbit Odd One Out by Alan Baker
● Know colors
● Know common factors between objects

● Step 3: Select, Design, or Adapt a Worthwhile Task

○ Activity: Provide a summary, screenshot or copy of the lesson. Make sure to cite
your source if you did not create the lesson yourself.
● Set Up (2 minutes)
○ Place all objects from the Instant Learning Center: Sorting Kit on a
tray
○ Place one sorting tray and tweezers in front of each student's spot
● Introduction (15 minutes)
○ Review the book Gray Rabbit Odd One Out by Alan Baker (read
the previous week) (2 minutes)
○ Read the book The Button Box by Margarette Reid as a class (5
minutes)
○ Practice sorting buttons as a class on the overhead camera (8
minutes)
○ Go to small groups
● Activity (8-10 minutes per group)
○ Explain to the group that they will be sorting the objects on the
tray into 4 different groups in their sorting tray. This is just like
how the boy in the book The Button Box sorted his buttons
○ They will use the tweezers to pick up the objects (to practice fine
motor skills)
○ “I want for you to look at the items on the tray, think of one way
that you could sort the objects onto your tray”
○ Allow time for students to sort (1-2 minutes)
○ Allow each student to share with the group how they sorted the
items and why each group works as a sorted group (3
minutes/dependent on the group size)
○ Ask students to put back the objects on the tray and think of
another way they could sort the objects
 ○ “Now that we have sorted the objects, can you think of another
way that you could sort them that is different?”
○ Allow time for students to sort (1-2 minutes)
○ Allow each student to share with the group how they sorted the
items and why each group works as a sorted group (3
minutes/dependent on the group size)
● Closure
○ “We just practiced sorting the objects on the tray, but you can do
this with many different things. What were some of the ways we
could sort objects?”

● Step 4: Design Lesson Assessments

○ Assessment–What will you watch and listen for to determine student
understanding? Be specific about the math and representations you would hear
and see.
● Watch for how the students sort the objects
○ Are they able to put the same items together or are they just
putting everything together
● Are students able to explain why they sorted the items the way they did
○ “I placed these together because they are all the color blue
○ “These items are in a group because they all are the same shape”

● Step 5: Plan the Before Phase:

○ Resources, Materials, and Equipment: list or include essentials to complete the
lesson
● Instant Learning Center: Sorting Kit
○ Tray
○ Tweezers
○ Sorting trays
○ Objects to sort
● Books: Gray Rabbit Odd One Out by Alan Baker and The Button Box by
Margarette S. Reid
● Buttons
● Smartboard
● Overhead camera

● Step 6: Plan the During Phase:

 ○ Key Questions: possible questions to promote discourse and make thinking visible
● “What are different ways you can sort the items on the tray?”
● “How are you sorting your items into the cups?” (look for response color,
shape, where they live, what they do, or an applicable way to sort the
items)
○ Differentiation (accommodations; modifications; increase in rigor)
● Instead of using the tweezers, allow the student to use their finger to pick
up the objects
● If they already understand the concept of sorting by visuals (color and
shapes) ask them to sort by concepts of the items (where they live, what
they do)

Part II: Teach your lesson to a small group!

Part III: Reflect on your lesson. Answer the following with detailed responses.

1. What do you think went well in your lesson?

Students understood the concept of sorting by items that are the same and by color

2. Describe any adjustments to your lesson plan you made “in the moment.”

If students didn’t know what they were going to sort by, we came up with the category as
a group and then sorted the items separately

3. What did you learn about the mathematical understanding of the students in your group?

The students in my class understood the concept of sorting by grouping similar items
together.

4. Describe the strategies students were using to solve.

Identification, problem-solving

5. After teaching your lesson, what next steps do you anticipate for these students?

Moving to more abstract ways to sort items. Not just sorting based on color and shape but
other ways as well.
6. If you had this lesson to teach over again, what might you do differently?

If I had to do this lesson again I would like to add some more different types of objects so
they can practice more sorting.