## Loading...

# Attributes of Groups

Lesson 10 of 16

## Objective: SWBAT explain their reasoning for the ways in which they group sets of objects.

#### Warm Up

*10 min*

I begin today by drawing a series of pictures on the Smart Board. I draw a kite, a balloon, a hot air balloon, an airplane, a smiley face and a sun. (I am no artist but I draw my outlines enough that students know what I am drawing.) I ask the children what the pictures have in common. I tell students that they can group just 2 things together, or 3 or all. A child might group the balloon, sun and smiley face because they are all round. I take 5 or 6 explanations of what students see as commonalities. I expect that students will notice function of the objects, similar shapes, beginning letters of the names of the objects, etc. . I have them point out the things they notice. I am hoping that students can think flexibly and notice more than one way to group the objects and explain why they grouped those objects together (construct a viable argument for why certain things can go together - MP3)

*expand content*

#### Shapes Comparisons

*20 min*

I tell students that today they will be looking at several shapes and each person will have a turn to group some of the shapes based on a single attribute. The rest of their group will try to figure out that attribute.

I pass out 9 shapes to each group. The shapes include regular squares, rectangles and triangles, some shapes colored in and others that are plain, and a series of shapes that are similar to squares, triangles or rectangles but have at least one curved edge.

I circulate around the room during the activity to listen to the kinds of classifications that students are using.

#### Resources

*expand content*

#### Attribute Pictures

*20 min*

I give students old magazines and a large piece of paper. I ask them to draw 3 large circles on the paper. I show them how the 3 circles will overlap to make a Venn diagram. I tell students to pick 3 attributes such as a color, a shape, a size or a purpose (something to write with, etc.). I ask students to cut out pictures that have some of attributes they have labeled.. If the picture they cut out has all 3 attributes, they would place it in the middle where the circles overlap, if it only has one of the attributes it would go in that circle only. If it has 2 of the attributes it would go in the overlap of those 2 circles.

I demonstrate this and then when students have no more questions I let them begin their own attribute pages. I circulate around listening to the kinds of attributes that the students are finding and to watch how they are sorting their pictures.

*expand content*

##### Similar Lessons

###### Looking At Three Dimensional Shapes

*Favorites(10)*

*Resources(14)*

Environment: Suburban

Environment: Urban

Environment: Urban

- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: My Special Strategies
- LESSON 2: Division Strategies
- LESSON 3: Estimation as a Strategy for Checking Work
- LESSON 4: Using Math at Work
- LESSON 5: Measurement Strategies
- LESSON 6: Double-Digit Subtraction - We Can Do It
- LESSON 7: Where On The Line?
- LESSON 8: Stop, Look and Check
- LESSON 9: Stop, Look and Check (Part 2)
- LESSON 10: Attributes of Groups
- LESSON 11: Relative Size
- LESSON 12: Counting Coins Again
- LESSON 13: Another Visit to Double-Digit Work
- LESSON 14: Visiting the Olympics
- LESSON 15: Creating Math Games
- LESSON 16: Playing Our Own Games