Classifying - Planet Maths

Classifying
Strand: EMA
Strand unit: Classifying
Curriculum Objectives
Classification and matching of objects on the basis of one attribute, e.g. category or shape.
Identification of the complement of a set, i.e. ‘the odd one out’.
Development of the ability to reason logically and explicitly justify choices using the
appropriate language.
Pages in the textbook: 10 and 11
Sort
Sort
Sort the objects into 3 sets.
Colour: clothes
food
Strand
Strand Unit
Early Mathematical Activities
Classifying
Sort a group of objects into three sets.
Page 11
Strand
Strand
Strand Unit
Strand Unit
Early Mathematical Activities
Early Mathematical Activities
Classifying
xx
Objectives
Objectives
10
Objectives
Page 10
Ring the one that is different in each row. Colour it red.
toys
Identifying
xx
out.
the complement of a set ie. the odd one
11
Let’s look back: What the Junior Infants programme covered
1. Classify objects on the basis of 1 attribute, such as colour, shape, texture or size.
2. Sort collections of objects.
3. Identify the complement of a set, i.e. the elements not in a set, the odd-one-out.
Maths skills used in this topic
Reasoning
Reasoning, prediction and observation in the recognition of similarities and differences
Communicating and expressing
Ability to explain and justify choices using the appropriate language
Concrete materials
Bears, cubes, counters, beads, pegs, blocks, 2D shapes, random classroom items, lego,
Venn diagram cards
Vocabulary
Which items do/do not belong?, Explain how/why these objects are the same/different?,
Which item does not belong in the group/set?, Why doesn’t it belong?, sort these items
into matching groups/sets
Linkage
Data: Sorting objects on the basis of 1 or 2 criteria
EMA: Sorting and classifying objects into sets
Number: One-to-one correspondence
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Integration
Literacy: Visual discrimination, odd-one-out
Physical education: Belonging to a team
Pre-page ideas
Page 10:
1. Suggest some simple categories to children and ask them to list sets of appropriate item/
elements belonging to each set. For example:
days of the week
farm animals
seasons
wild animals
colours
boys’ names
food
girls’ names
drinks
2. Display various examples of sets with 1 attribute and ask children to explain why the items in
each set belong together:
red/blue/yellow bears
coats
red/blue/yellow crayons
hats
books
drinks
copies
shoes
pens
Page 11:
Display 1-attribute sets, similar to above, but include 1 random non-matching item. Ask the
children to identify the odd-one-out and to explicitly state why the item doesn’t belong in the set.
For example:
a set of blue bears including 1 red bear
a set of yellow bears including 1 green bear
a set of red ‘Daddy’ bears including 1 red ‘Baby’ bear
a set of crayons including 1 marker
a set of copies including 1 book
a set of school bags including 1 handbag
Lesson suggestions
Games:
O’Grady Says Do This, following an action sequence in order to identify odd-one-out.
Rhyme game:
Repeat well-known nursery rhymes and ask the children to listen carefully and see if they can
identify the error. For example:
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Humpty Dumpty
Humpty Dumpty sat on the wall,
Humpty Dumpty had a small fall,
All the queen’s horses and all the queen’s men,
Couldn’t put Humpty together again.
Baa baa white sheep
Baa baa white sheep have you any wool?
Yes, sir, yes, sir four bags full
One for the master and two for the dame
And one for the big boy who lives down the lane.
Pair work:
Distribute a Venn diagram card (with 2 circles) and a random selection of bears/cubes/counters
to each pair of children. Ask the children to take turns placing a set of matching items in each
circle, e.g. blue bears in one and red bears in the other. They must name/identify their attribute of
choice, i.e. describe and name their set, and explain their reasoning for selection to one another.
For example: ‘Here is my set of red Daddy bears’, ‘Here is my set of blue cubes’, ‘Here is my set
of beads.’
Repeat the exercise but, this time, the children must include an odd-one-out item in their set. Once
again, each child must name his/her set, but also identify and explain, why the ‘complementary
item’ does not belong, e.g. ‘Here is my set of yellow bears but this blue one is the odd-one-out
and doesn’t belong.’ Repeat the exercise and, once again, each child places an odd-one-out item
in their set. However, this time, the children must try and name each other’s set, and identify each
other’s ‘odd-one-out’ and explain the reasons for their choices to one another.
Parental involvement
1. Separate cutlery into correct categories.
2. Sorting items of personal clothing into correct categories, e.g.
socks, underwear, T-shirts.
Photocopiable templates
Match the bugs
to the correct leaf
. Colour.
Colour the odd one out red.
Colour the odd one out blue.
Colour the odd one out yellow.
Colour the odd one out red.
© Folens Photocopiables
Date: ___________________
© Folens Photocopiables
Name: _______________________________________
Page 146: Classifying
146
Colour the odd one out blue.
Page 147: Classifying
Name: _______________________________________
Date: ___________________
147
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