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Here children sort and count real objects by colors onto a graph

Subject:

Math  

Grades:

K, 1  

 

Title – Sorting by Color Graph
By – Kaye Cabe
Primary Subject – Math
Grade Level – K-1

Standards:

  • sorting by likenesses and differences
  • counting 1-10

Goal:

  • sort by color
  • count manipulatives 1-10

Specific objectives:

  • have children sort by colors in candy or cereal package
  • have children count real objects from 1-10 in a hands on manner

Required materials:

  • 1 page per child of a page with 6 large hearts drawn on it as a sorting sheet
  • 1 page per child of a graph with 6 hearts at the base of the graph and as many rows approximately 1 inch apart as space will allow
  • 1 pack of individual candy or cereal per child. Packs of M&Ms;, Fruit Loops, valentine candy, gummy bears, etc. will be fine. If a diabetic child is present-cereal would be more appropriate.
  • Crayons or coloring pencils

First, I would model in large group how this activity would be done. Explain that we will be sorting today by color. Each child is to sort the candy in the bag and not eat it. We will be coming by to check after you have your candy sorted by color, then, in each heart, you may do your graph.

Next I would have the children go to the tables to begin sorting the candy or cereal by color. I would ask them to raise their hand when this is completed.

Then, after checking to see that the colors were sorted correctly, I would ask them to color one heart at the base of the graph each color that they sorted on the sorting sheet, using the crayons or pencils provided.

Then I would ask the children to count each color of candy and write that number in the color of the candy inside the heart and place that candy back in the box or bag. For example, if they had 4 green pieces, a green “4″ would be left in that spot on the sorting sheet.

After all candy had been counted and replaced in containers and numbers colored inside of hearts, I would ask them to color each column of their graph in the color that this represents.

Closure: Graph papers would be completed, stickers, given out, and candy or cereal eaten at snack time.

Assessment: SCOS assessment for sorting for likenesses and differences by one concept will be done

Adaptations:

(For disabilities)
Use of different hands-on materials for children with dietary issues. Work in groups for children with learning disabilities or work with assistant’s help one-on-one.

(For gifted students)
I would ask them to write the numeral inside the graph heart at the base of the graph that represents how many he or she counted. I might mix two packs of different manipulatives so that shape and color would be a sorting issue.

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