KMDB3 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

Classify objects into given categories; count the number of objects in each category, and sort the categories by count.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Kindergarten Students Learning Kindergarten Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

 

about the Math

Skills and concepts below are learning goals for this standard.

It is critical for students to be able to identify and describe measurable attributes of objects. An object has different attributes that can be measured, like the height and weight of a can of food. When students compare shapes directly, the attribute becomes the focus. For example, when comparing the volume of two different boxes, ask students to discuss and justify their answers to these questions: Which box will hold the most? Which box will hold least? Will they hold the same amount? Students can decide to fill one box with dried beans then pour the beans into the other box to determine the answers to these questions. Students can also use unifix cubes or linker cubes to fill the boxes to compare which one holds more.

• Classify objects into given categories (color, shape, size, etc)
• Sort objects into categories. 

Objects can be classified in a variety of ways. Natural categories for kindergarten include color, shape, and size. Other categories can also be explored. Questions, such as "does it roll," are possibilities as well. Objects can then be sorted by their classification.

• Count the number of objects in each category.

Once sorted, objects can be counted and compared. This is a natural connection to other standards taught both previously and currently.

 

Common Misconceptions

During initial instruction, students may need guidance in identifying the categories in which to sort objects. You may need to direct them to sort in a certain way. Next, give students objects and have them tell you how to sort them. Watch as they try to determine the categories.

 

Progression of Standard within Kindergarten

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Classify objects into given categories. Count the number of objects in each category. Sort the categories

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades

Grade 1
Organize, represent and interpret data with up to three categories (1.MD.4)

 

 

 

 

 

 

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TASKS

These tasks can be used with small group or whole group instruction. 

• Give students a variety of manipulatives in different colors. You can use two to four different colors. Ask students to make sets of different colored objects. Is there another way to sort these objects? Ex. by shape, type, size, etc.
• Give students a collection of buttons. Have them examine the buttons and discuss the different attributes. Ex. some are square, some have two holes, some are shiny, etc. Prompt students to sort by one of the attributes they named. Student could use sticky notes to label the groups. Once students are done sorting ask how they could sort the buttons another way. Extension: Have them draw their own button that could fit into one of the categories they created. Could buttons be in the same category for one sort, but in different categories for a different sort? Why?
• Have students sort a collection of shapes of different sizes. Ex. a variety of triangles and circles with different sizes. On a sticky note, or notecard, have each student draw one more shape that would fit into each category. Begin with two categories and have students work up to three or more. Ask students how they knew what to draw. How does their shape have to be the same to fit into the category? How could it be different (size, color, etc.)?
• How could you sort a group of school supplies (glue sticks, crayons, and pencils) and make a graph to show how many school supplies are in the different groups?
• Give students bags with different quantities of pattern blocks.  Have them sort the shapes and graph how many of each kind they had.  Have them compare their amounts to another student's bag.

 

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

 

 

 

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Goodie Bags Links to an external site. (Illustrative Mathematics)
• Sort and Count I Links to an external site. (Illustrative Mathematics)
• Sort and Count II Links to an external site. (Illustrative Mathematics) 

 

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

All kindergarten teams have been provided with the resources listed below.

Print Resources

Book Thumbnail	Title	Reference
	Hands-On Standards published by: Learning Resources	Lesson 1, Sort by One Attribute, p. 92 Lesson 2, Sort by Two Attributes, p. 94 Lesson 3, Determine the Sorting Rule, p. 96 Lesson 1, Exploring Pictographs, p. 126 Lesson 2, Exploring Bar Graphs, p. 129
	Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou  Ann H. Lovin	Guess My Rule - Activity 11.2, p. 315 Activity 11.1, p. 314 Activity 11.3, p. 316

 

 

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

• Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like red and not red or hexagon and not hexagon, and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they contain.
• Ask questions to initiate discussion about the attributes of shapes. Then have students sort a collection of two- dimensional and three-dimensional shapes by their attributes. Provide categories like circles and not circles or flat and not flat. Have students count the objects in each category and order the categories by the number of objects they contain.
• Have students determine the classification of objects by guessing the rule for a sort. First, the teacher uses one attribute to sort objects into two loops or regions without labels. Then the students determine how the objects were sorted, suggest labels for the two categories and explain their reasoning.
• Use the following materials to support instruction:
  • Attribute blocks
  • Yarn for loops
  • Large paper to draw loops
  • A variety of objects to sort like buttons, beans, or gems from a craft store

 

Tasks Connected to Literature 

  Suggested titles to support the standard can be found in the table below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.

 

 

 

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Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Sorting by Attributes Links to an external site.
• Piles of Tiles Download Piles of Tiles
   (HCPSS-adapted resources)
• Scoops of Buttons Download Scoops of Buttons
  (HCPSS-adapted resources)

 

PRACTICE/ASSESSMENT

  These materials can be used for independent practice and/or for assessment purposes. These tasks align with the learning goals for the standard. 

Assessment and Instructional Tasks

• Teddy Bear Sorting Links to an external site.
• Task: K.MD.B.3 Links to an external site.
• K.MD.B.3 Assessment Links to an external site.

 

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Full Standard

Classify objects into given categories; count the number of objects in each category, and sort the categories by count.

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

Kindergarten Students Learning Kindergarten Standards by Measurement Topic

 

KMD3 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

 

Exemplars for this standard (if available)

Materials: Select Attribute blocks, sorting circles (optional) 

Detailed description of task:  

• Give students a set of attribute blocks that include (use either all thin or all thick blocks). 
• 1 small and 1 large red triangle
• 1 small and 1 large yellow triangle
• 1 small and 1 large blue rectangle
• 1 small and 1 large red square
• 1 large blue circle
• Tell students they are going to sort shapes into different groups. 
• Have students sort blocks based on one of the specific criteria (color, size or shape).
• After each sort, students count the number of blocks in each category.
• Combine all blocks before starting the next sort. 

Sorts:

1. Sort the blocks by color.
2. Sort the blocks by size.
3. Sort the blocks by shape.

Consider asking questions to gain insight into student thinking. 

Example: 

• How are all of these shapes the same? 
• Tell me why this block does/does not go with this group?

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

MEETS EXPECTATIONS	MAKING PROGRESS	MAKING LIMITED/NO PROGRESS
Student is able to complete all three sorts with up to one prompt per sort.	Student needs multiple prompts to sort shapes accurately into one or two of the categories.	Student needs multiple prompts to sort shapes accurately regardless of category or student is unable to sort even with prompts.

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