2-D-1+5Cs+Lesson

__ Math Lesson-Sorting by color, shape, and size (Kindergarten) __  ** The 5Cs ** || ** Your Lesson Information ** || Compare || We begin by discussing the different colors, shapes, and sizes they already know from previous lessons and experiences. They can tell me the colors, shapes, and sizes of objects I hold up. I then put a few objects in the middle and ask how they are the same. I may get responses such as “They are all blue!” || Contrast || As we look at the group of objects in the middle, I also ask how they are different. I may get responses such as “This one is a square and this one is a circle.” || Conceptualize || Once we have similarities and differences, we begin to focus on the similarities. With the group of objects in the middle, I share with my students that since they are all the same color they are sorted by color. I then give an example of a group of objects that are sorted by shape and then size. I add that when I sort objects I put them into groups which could be the same color, shape, or size. || Comprehend || After discussing the different ways to sort, I hold up an object and ask students if I can put it in the group (which is sorted by colors). They should say no since it’s not blue. I also ask them to give me the reason I can’t put it in the group. I do this a few more times with different objects. || Combine || I then have a student sort objects into a group. As a class, we have to figure out how that student sorted the objects. Each student will have a turn to sort a group of objects. || __Special Populations__ During the planning and implementing of this lesson, I will need to take into consideration my students who are struggling in math especially with shapes. I believe the colors and sizes portion would be fine for them. If a student doesn’t know their shapes, they wouldn’t be able to tell me what shapes they are using when sorting by shapes. I also think the math strugglers would have trouble understanding the concept of sorting. If this is the case, I would have to guide them by asking them questions as they sort. For example, after they sort the objects, I may ask them how they sorted. They might say by color even though it’s by size. I would then ask them “Are they all the same color?” This will get them thinking. I will remind them to look at how they are all the same. These students will need more prompting than other students.