Reflection: Checks for Understanding Attributes of Groups - Section 1: Warm Up


The students at first looked at the drawings and only one child raised his hand. He said, "the balloon and the hot are balloon are both balloons so they go together." Another child ventured that the kite and the balloon had strings. Suddenly many hands went up. Children began to see things that they hadn't really noticed at first. They began to see common shapes (circles), purposes (they fly), locations (many are in the sky), etc. Students began to think beyond the most obvious connections. They are making use of the structure of the items in different ways as they construct viable reasons why certain objects should go together (MP 7 and MP3).  One child noticed that the hot air balloon and the kite had straight horizontal lines and none of the rest did. 

For me, one purpose of this exercise was to see if students could think flexibly enough to identify a series of categories for a single set of pictures. Can students see things more than one way. I expect students to be able to determine the best way to solve a problem, but if they only see things one way, I am probably asking too much to ask them to see several solutions to a problem. 

This exercise is a way for me to assess student understanding of classification, and also assess the flexibility of my students' thinking.

  Categories, categories
  Checks for Understanding: Categories, categories
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Attributes of Groups

Unit 18: Strategies That Work
Lesson 10 of 16

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

Big Idea: Students begin to classify objects when they are very young, but can they define the attributes for the groups that they make?

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Math, Number Sense and Operations, Operations , reasoning, attributes of shapes, review, estimation
  50 minutes
screen shot 2014 06 09 at 10 04 52 pm
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