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* *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*

# 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

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#### 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

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*Resources(14)*

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- 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