Learning experiences and assessment opportunities

Sorting and Classifying (adapted from Mathematics K–6 Sample Units of Work, p 39)
The teacher prepares a variety of regular and irregular paper shapes and collects a variety of objects (some with similar features). In Parts A and B of the learning experience, the teacher provides students with two-dimensional shapes, and then three-dimensional objects, and then a combination of two-dimensional shapes and three-dimensional objects

Part A
Students are asked to choose on what basis they are going to sort the shapes and objects into groups, eg texture, colour, size, shape. They are asked to explain their groupings. Students then sort the shapes and objects in a different way. For example, if the students sorted the shapes and objects according to their colour, the teacher could ask, ‘Now you have all the red shapes, can you sort them in another way?’

• shapes and objects used for Parts A and B are of an appropriate size and weight so that they can be easily grasped and manipulated by James, eg mounted shapes, attribute blocks
• James is encouraged to reach for and to use targeted grips, holds, lifts and/or in-hand manipulations when sorting shapes and objects

Part B
In small groups, students take turns to sort the shapes and objects. The other students in the group determine and explain how the shapes and objects have been sorted. Students move around the classroom to view the sortings of each group^*

Possible questions and instructions include:

• How have you sorted the shapes and objects?
• Tell me why you put these shapes in a group together.
• Tell me why you put these objects in a group together.
• Is this shape a square, a circle or a triangle? How do we know?
• How are the shapes (eg two rectangles or a triangle and a circle) the same or different?

^*Photographs of the sortings of each group may be taken to record each group’s work and displayed in the classroom for discussion in the following lesson

• the teacher organises the three-dimensional objects for James and his group so that they do not roll out of James’s reach, eg James’s group is provided with a non-slip mat or a tote tray/boundary

Directed Play (adapted from ‘Free Play’, Mathematics K–6 Sample Units of Work, p 38)
In groups, students participate in directed play using a wide variety of collectable and commercial materials, eg Lego, Duplo, boxes, two-dimensional shapes and everyday three-dimensional objects. Directed play learning experiences might include experiences that involve students sorting:

• two-dimensional shapes – students are guided by the teacher in how they could sort a collection of shapes in different ways, eg ‘Sort these shapes (triangles, rectangles and circles) into groups that have three straight sides, four straight sides or no straight sides’
• three-dimensional objects – students are guided by the teacher in how they could sort a collection of objects in different ways, eg ‘Sort these objects into the following groups: boxes, cans, balls’
• a combination of two-dimensional shapes and three-dimensional objects – students are guided by the teacher in how they could sort a collection of shapes and objects and in different ways, eg ‘Sort these shapes and objects into the following groups: rectangles, circles, triangles, boxes, cans, balls,

Possible instructions include:

• Show me how to sort these three-dimensional objects.
• Tell me about how you sorted the shapes or objects.
• Tell me about why you put these shapes or objects together.

• shapes and objects are of an appropriate size and weight so that they can be easily grasped and manipulated by James, eg mounted shapes, attribute blocks
• the teacher organises the three-dimensional objects for James and his group so that they do not roll out of James’s reach, eg James’s group is provided with a non-slip mat or tote tray/boundary
• James is encouraged to reach for and to use targeted grips, holds, lifts and/or in-hand manipulations when sorting shapes and objects

Shape Walk (adapted from Mathematics K–6 Sample Units of Work, p 38)
Students walk around the school and describe the various shapes and objects that they see, eg ‘These leaves look round’. The teacher questions the students about the shapes and objects that they see in their environment and guides their responses using formal language.

• the area of the playground chosen for James’s class is wheelchair-accessible. Alternatively, the learning experience can be modified for the whole class, if the playground is not accessible, by photographing or videoing various shapes and objects around the school and viewing these in the classroom

• drawing materials are organised so that they are easily transportable and accessible for James, eg the drawing materials are placed in a bag attached to his wheelchair, a peer carries the drawing materials for James

Predicting Movement (adapted from Mathematics K–6 Sample Units of Work, p 39)
Students are asked to sort a collection of objects into those that they predict will roll, slide, or stack

• objects are of an appropriate size and weight so that they can be easily grasped and manipulated by James, eg attribute blocks
• James is encouraged to reach for and to use targeted grips, holds, lifts and/or in-hand manipulations when sorting objects

Using a variety of materials, they test their predictions.

Students explain why some objects roll, slide, or stack.

• the teacher organises the three-dimensional objects for James and his group so that they do not roll out of James’s reach, eg James’s group is provided with a non-slip mat or a tote tray/boundary

• James uses a pencil grip with his 4B pencil

Additional Experience
Students turn two-dimensional shapes to fit into or match a given space. They make pictures and designs using a selection of shapes, eg a house using a square and a triangle

• James uses shapes with double-sided velcro attached so that they can be fixed to a placemat
• shapes are of an appropriate size and weight so that they can be easily grasped and manipulated by James, eg mounted shapes
• James is encouraged to reach for and to use targeted grips, holds, lifts and/or in-hand manipulations when turning shapes