Activity 1: Australian Curriculum connections
Mathematics Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) Science Explore and make observations by using the senses (ACSIS011) Share observations and ideas (ACSIS012) Objects are made of materials that have observable properties (ACSSU003) |
Early Years Learning Framework connections
Outcome 1: Children have a strong sense of identity; Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. Children learn to interact in relation to others with care, empathy and respect. Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigation. Children transfer and adapt what they have learned from one context to another. |
Activity 2: Australian Curriculum connections
Mathematics Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) Represent practical situations to model addition and sharing (ACMNA004) Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009) Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language(ACMMG006) Science Objects are made of materials that have observable properties (ACSSU003) Explore and make observations by using the senses (ACSIS011) Share observations and ideas (ACSIS012) |
Early Years Learning Framework connections
Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigation. Children transfer and adapt what they have learned from one context to another. Outcome 5: Children are effective communicators; Children interact verbally and non-verbally with others for a range of purposes. |
What to avoid when teaching classifying and sortingAvoid direct instruction of classifying and sorting and allow children to explore and be prompted with more open questioning instead. When math activities are boring and don't enable children to explore they can develop a negative attitude toward mathematics.
Opportunities for practise in the environment
Use intentional questioning when children are engaging with materials such as: Are these shapes alike or different? What do the objects in this group have in common? How did you discover that? I see a pattern, do you? What will happen if we put this in the other pile? |
How to teach classifying and sorting through a play-based approachIt is crucial for children to develop a positive attitude toward learning and create life-long learners so numeracy experiences should be enjoyable and engaging. When developing children's numeracy skills it is important to:
Opportunities to practise with explicit teaching
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For the page references and more information on classifying and sorting view:Arthur, L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2014). Programming and Planning in Early Childhood Settings. (6th ed). South Melbourne, Australia: Cengage Learning Australia.
Damon, G. (n.d.) Using Everyday Objects and Materials to Teach. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=267 Daragonova, G & Ainley, J. (2011). Children's Numeracy Skills. Retrieved from http://www.growingupinaustralia.gov.au/pubs/asr/2011/asr2011h.html_ Harris, A. (2013). Matching and sorting are early stages of math development. Retrieved from http://msue.anr.msu.edu/news/matching_and_sorting_are_early_stages_of_math_development Renee. (2011). Preschool and Kindergarten Sorting and Classifying Activites. Retrieved from http://www.schoolsparks.com/blog/preschool-and-kindergarten-sorting-and-classifying-activities Additional Resources http://www.andnextcomesl.com/2014/08/reggio-inspired-preschool-math-tray.html - facilitating math learning with a mat tray. http://www.oneperfectdayblog.net/2013/09/16/preschool-math-games-loose-parts/ - Open-ended math provocation. http://theimaginationtree.com/2013/06/counting-and-addition-math-activity-tray.html - Counting and addition math provocation with playdough. http://creativestarlearning.co.uk/courses-training/information-or-data-handling-activities-outdoors/- Fantastic outdoor math activities with chalk "The Art of teaching is the Art of assisting discovery" - Mark Van Doren |