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Examples
A bag containing 10 circles, triangles and rectangles can be sorted by shape and then each category can be counted and compared.Clarifications
Clarification 1: Instruction focuses on supporting work in counting.Clarification 2: Instruction includes geometric figures that can be categorized using their defining attributes.
Clarification 3: Within this benchmark, it is not the expectation for students to construct formal representations or graphs on their own.
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to develop a foundation for statistical thinking, as well as providing a context to support the development of counting skills (MTR.5.1).- Instruction reinforces the counting and comparing benchmarks within the Number Sense and Operations strand (MTR.5.1).
- Instruction reinforces the identifying and sorting of figures benchmarks within the Geometric Reasoning strand (MTR.5.1).
Common Misconceptions or Errors
- Students may not clearly define categories for sorting objects which may lead to inaccurate data collection as objects fit into multiple categories.
- When students are presented with objects to be sorted into predefined categories, they may be frustrated that some objects don’t fit into any category.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to sort 3D shapes. Teacher places foam, wood and/or
pattern blocks into a bucket. Students are asked to sort the blocks. The teacher will see
how the students sort the blocks and ask the students to explain why they sorted the
blocks a particular way (could be by color, size, texture etc.) If students are unsure of
where to place a block, help them determine what category in which to place the block.
- For example, students will count how many blocks are in each of their groups and record the numeral. The teacher asks comparing questions about the groups such as “How are these shapes different from one another?” or “Are there more red shapes or blue shapes?” or “Are there more squares than triangles?” The teacher will then ask the students to sort the blocks another way and repeat the activity after the blocks have been classified a new way.
Shapes are sorted by color Shapes are sorted by type
- Instruction provides opportunities to sort objects by attribute.
- For example, with school supplies, the teacher asks students to sort all the objects that can write in one group (pencils, crayons, markers etc.) and put all the objects that do not write in another (paper, white boards, tape etc.). Then, the teacher asks students to describe how the object fits that attribute. If students are having difficulty finding objects with that attribute, the teacher provides examples for them to follow. The students count the number of objects in each of their groups and record the numeral.
Items that write in the classroom
Instructional Tasks
Instructional Task 1
Provide students with cards or objects that can be sorted multiple ways (i.e., shapes that are various colors and could be sorted by shape or color). In a group, give students time to think and discuss the various ways the cards or objects could be sorted. After a discussion, the group will decide a way to sort the cards or objects and do so. Then the teacher asks questions such as: “Which group has the most?” “Which group has the least?” “How many are in [fill in the blank] group”? After a discussion, the cards or objects can be resorted and the task can begin again.
Instructional Task 2
At the beginning of the task, ask students:- Which shape appears the most?
- How many more triangles are there than circles?
- How many squares are there?
- How many figures have straight sides?
Instructional Task 3
Ask students to sort the figures into groups of circles, rectangles and triangles.Ask same or similar questions from Task 2A.
Discuss how sorting makes answering the questions easier.
Instructional Items
Instructional Item 1
Part A. Students can sort themselves based on given attributes (eye color, shirt color, method of transportation to or from school, etc.).Part B. Have students report their sorting using a drawing.
Instructional Item 2
Part A. Circle the buttons that are shaped like triangles.Part B. How many buttons are shaped like a triangle?
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
STEM Lessons - Model Eliciting Activity
The Fire Wheels MEA provides students with a problem in which they must work as a team to design a procedure to select the best toy car for a company to sell.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
MFAS Formative Assessments
Students sort shapes into categories, record their categories and frequencies, and identify the categories with the most and least.
Students sort objects by type and then identify which group of objects has the most and the least.
Students sort tiles by color and then count to determine the group with the most and the least number of tiles.
Students are asked to sort the animals on the Sorting Animals worksheet and then count the number in each group.
Students sort illustrations of buttons, explain the how and why, and count the number in each group.
Original Student Tutorials Mathematics - Grades K-5
Practice sorting, counting, and comparing by visiting the Sorting Sweet Shop in this candy-themed, interactive tutorial.
Student Resources
Original Student Tutorial
Practice sorting, counting, and comparing by visiting the Sorting Sweet Shop in this candy-themed, interactive tutorial.
Type: Original Student Tutorial
