Mathematics 1

Mathematics 1 - Module 1 Day 1

Calendar Time

Time recommended: 30 minutes

If your student is enrolled in the accompanying Grade One Thematic program, you will already have completed Day 1, Calendar Time before turning to this Mathematics Module 1 booklet. In that case, proceed directly with the remainder of
Math Time.

If your student is not enrolled in the accompanying Thematic program, then refer to the Calendar Package for further information before proceeding with today's lesson.

Focus for Today

Time recommended: 45 minutes

problem solving: sorting objects into sets

Vocabulary (spoken only)

Look for the following words throughout today's lesson. These words are used in context and, if introduced to the student, are spoken only, so it is not necessary to review the list with the child. Students at this level are not required to read, spell, or write these words, with the exception of the number words from zero to ten.

rule separate

containers	like	short	straight line
sort/sorting		sorting	each
set	different	objects	broken line
near	long	same

Materials Required

Certain materials are required on a regular basis throughout the Grade One program. These are the basic school supplies, such as pencils, paper, glue, and scissors. If your student is not registered in the accompanying Grade One Thematic program, then prepare a box containing these materials for your use during the Grade One Mathematics program.

See the Home Instructor's Manual for further information on the Master List of Required Materials.

box containing required materials from the master list
collections of objects to sort, for example, coins, cutlery, toys, books, cards, or magazines
collections of small toys to sort, for example, stuffed animals, games, and puzzles (optional)
margarine tubs or other plastic containers to hold collections of small toys (optional)
envelopes (optional)

Save all materials and pictures for future activities. Plastic tubs and paper envelopes (new or used) are convenient containers for this purpose. Label containers with the names of their contents.

PhotDisc, Inc.

Today, the student will sort objects into sets. A set is a group of objects related in some way. Sorting is a basic thinking skill - one the child will use throughout life to organize and understand the environment. When involved in sorting activities, encourage your student to examine items, play with them, talk about them, and give detailed descriptions. You can expand awareness of object characteristics by asking questions such as the following:

Why did you put these objects together?

Did you sort them by kind, colour, shape, or size?

Developing the Concept

Read the following rhyme aloud to the student several times.

Mary Had a Little Lamb

Mary had a little lamb;

Its fleece was white as snow,

And everywhere that Mary went

The lamb was sure to go.

It followed her to school one day,

Which was against the rule.

It made the children laugh and play

To see a lamb at school.

And so the teacher turned it out,

But still it lingered near

And waited patiently about

Till Mary did appear.

Why does the lamb love Mary so?

The eager children cry;

Why, Mary loves the lamb, you know,

The teacher did reply.

PhotoDisc, Inc.

Ask the following question.

What pets do you or your friends have?

Record the child's list of pets on unlined paper.

Would the title "My Pets and My Friend's Pets" be suitable for your list?

We can call your list a set of pets. A set is a group of things that are like each other.

What other pets could a person have?

Record another list as the child answers. You may offer suggestions to develop a workable list of pets.

What could we call your other set of pets?

Could we call it "Other Kinds of Pets"?

Is there another way to sort these pets into different sets?

For example, could we sort them into pets with long tails or short tails?

The way that we sort things into sets is called our sorting rule. A sorting rule helps to sort objects into special groups called sets.

Applying the Concept

With the student, collect five or six varieties of one type of object. Possibilities include coins, cutlery, toys, books, cards, or magazines.

Mix up the collections. Ask the student to sort the objects into sets and describe the sorting rules used.

Tell how the objects in each set are the same.

Turn to Mathematics Assignment Booklet 1A, and follow the directions to do Day 1: Assignment 1.

Enrichment (optional)

Enrichment activities are always optional. If you think at this point that the student needs extra help or a challenge, you may postpone the final assignment and Learning Log until after one or more of these activities.

Note: Use of these optional activities may require you to pace the student's progress in the rest of the module to accommodate special needs. For example, you may delay the final assignment until the student is ready for it. In that case, review the day's work before your student does the assignment.

1. Picture Hunt
Cut out interesting pictures from old magazines or catalogues and ask your student to sort the pictures into sets. There may be sets of vehicles, people, animals, and so on.
2. Toy Shuffle
Have the student sort toys into sets. For example, make a set of stuffed animals, a set of games, and a set of puzzle pieces.

Turn to Mathematics Assignment Booklet 1A, and follow the directions to do all three pages of Day 1: Assignment 2.

Then complete Day 1: Learning Log. Under Student's Thoughts, print a sentence or two telling what the child thinks about this day's mathematics learning. For example, was it easy or hard to sort items into sets? Why was it easy or hard?