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Emily Gordillo
Theme: Classification
Content Standards: Content Standard 2.0: Patterns, Functions & Algebra: 2.PK.1 Sort objects
Objectives: Participation during this activity will increase the childs ability to
Materials: A selection of different size and color shapes. We will also need a blank sheet of
white paper with a black divided line through the middle of it.
Activity: Place all the shapes out on the table. Give each child the same exact shapes and allow
them to explore the shapes for about five minutes. After giving the children time to explore and
observe each shape, I will ask them to set them down in front of them. I will then pick one child
and ask them, did you see a shape that you really loved? Can you pick it up and show us which
one you loved the most? The child will then pick up one of the different shapes and show the
group. I will ask why did you pick this shape? What is the first thing you saw that made you
pick up this shape? (If the child is confused I will ask them to tell me everything that they know
about the shape. If they are still confused, then I will pick up a shape and demonstrate it. I will
say this is a I see the color It also has a stamp on it. Oh, and it is a (size of it) shape.)
The child will then describe what they saw, and I will say to the rest of the group can we find
any other shapes (have the same characteristic as the one the child chose?) We will put the
shapes that are similar on this side of the paper (point to one side of the paper.) Once the
children are done I will ask the other children that did not pick the shape why we grouped these
together. I will say these shapes are all the same of very similar because (allow for the
children to respond.)
I will then repeat the process once again with another child allowing them to choose the
If all the children understand this procedure, then I will give them their own individual
paper and allow them to do both sides on their own. I will then individually ask them why they
grouped it the way that they did and allow them to describe it to me.
On the other hand, if the children are struggling, I will take away two sets of shapes to
minimize over stimulation, as well as remove the paper. They will simply place the correlating
shapes on the table rather than on the paper. If this is still daunting to the children, I will continue
to prompt them by choosing the shape for them. I will then ask them to find a shape that is like
What Happened: All the children were very eager to participate in the activity. I noticed that
while exploring the activity the children, without even being prompted, began to list off different
characteristics of the shapes. They were mostly intrigued by the stamps on the shape.
Payton and Jasper grasped this concept very easily, however; LJ had a hard time
wrapping his head around the concept that even though the stamp was the same, that the shape
did not look the same and the color was different. LJ was able to sort the objects by shape and by
color, but was unable to sort them based on the stamp or size of the shape.
Whats Next: I will encourage the children to go on a scavenger hunt for different objects that
have similar characteristics in the classroom. For Payton and Jasper, I will increase the level of
difficulty and for LJ I will keep the characteristics obvious and easy to see.
After they have obtained a variety of different objects in the classroom we will then sort
them into different categories. If LJ continues to remain puzzled, then we will simplify the