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Lesson Plan Classifying Objects

The document discusses classifying objects according to common attributes. It describes a lesson where students classify stickers based on attributes like number of stars. Students are divided into groups to classify cutouts. Cutouts can be classified by size, color, presence of corners, or shape. Classifying objects involves grouping things with common characteristics. Objects can be classified in different ways and may belong to multiple classifications.

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50 views7 pages

Lesson Plan Classifying Objects

The document discusses classifying objects according to common attributes. It describes a lesson where students classify stickers based on attributes like number of stars. Students are divided into groups to classify cutouts. Cutouts can be classified by size, color, presence of corners, or shape. Classifying objects involves grouping things with common characteristics. Objects can be classified in different ways and may belong to multiple classifications.

Uploaded by

angeljazzleidel.salonga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Grade Level: Grade 1

Strand: Geometry

I. Objectives: In this lesson, the pupils are expected to:


1. Compare different objects according to a common attribute.
2. Classify objects according to a common attribute.

II. Subject Matter: Classifying Objects

A. Prerequisite Concepts and Skills: concept of shapes, size, color, corners,


number of corners, counting numbers.

B. About the Lesson: This lesson is about classifying objects according to their
common attributes. Cutouts are used to facilitate the discussion on how objects
can be classified.

III. Instructional Procedure:

A. Present the following problem:

Althea was given stickers and was told


to classify them. She classified the stickers
as shown. Althea said, “There is one thing
common among the stickers I grouped
together.” What could have been common
among the stickers grouped together?

Ask the pupils the following questions:


What did Althea have? (Althea had several stickers.)
What can you say about the stickers given to Althea? (Some of the stickers are big,
some are small; Some stickers have colors, some are not colored; Some stickers
have 2 stars, some have 1; The stickers are of different shapes.)
What did Althea do with the stickers? (Althea classified the stickers.)
How many group of stickers was Althea able to come up with? (Althea was able to
come up with 2 groups of stickers.)
What could have been common among the stickers she grouped together? (In one
group, the stickers have 2 stars inside each sticker while in the other group, the
stickers have 1 star each.) How then did Althea classify the stickers? (She classified
the stickers according to the number of stars inside the sticker.)

Post another problem:


Divide the pupils into 4 groups. Give each group a set of cutouts like the stickers
in the problem, a marker, and a cardboard where they can post the cutouts.
B. Answering the Problem
Ask each group to post their works on the board. Let the pupils determine the
classification presented by each group.

Possible Answers:
1) According to size 2) According to color

3) According to with or without sides/corners 4) According to shape

Look at how the pupils classified the stickers. Let the groups with unique ways of
classifying their stickers explain their work. In case the other classifications were not
given, show these classifications and let the pupils determine how the stickers were
classified.

C. Processing the Answers


1. Bring the pupils’ attention to the set of stickers classified according to with or
without corners or sides. Ask the following questions:
How are the stickers classified? (The stickers were classified according to stickers
with or without corners or sides.)
How did you know which stickers should be put together? (We put together
stickers with common characteristic. One group has stickers with corners/sides.
The other group has stickers without corners/sides.)

Ask the same questions on the other classifications made. Emphasize that in
classifying, objects with a common characteristic are put together.
2. Go back to the problem posted and let the pupils answer it.
If you were Althea, is there any other way that you could have classified the
stickers? How?
(If I were Althea, I can also classify the stickers according to: (1) size, (2) shape,
(3) with or without corners/sides, and (4) color.)

Let the pupils realize that objects, in this case the stickers, can be classified in
different ways.

3. Present this sticker and say, “This sticker does not have a star. Can
you still include this in any of the classifications presented?” Let the pupils explain
their answers.
(It can still be included in any of the classifications presented.)
According to the number of stars: it belongs to another group, group with no star
According to size: it belongs to the group with big stickers
According to shape: it belongs to the group with triangles According to color: it
belongs to the group without color
According to with or without corners/sides: it belongs to the group with
corners/sides

D. Practice Exercise
Post some more stickers on the board like the ones shown.

Ask the pupils whether the additional stickers can also be included in all or in any
of the classifications presented. Have them explain their answers.

Possible Answers:
1) According to size 2) According to color

3) According to with or without corners/sides 4) According to shape


5) According to the number of stars
IV. Summary of the Lesson
Is there only one way of classifying objects? (No. Objects can be classified in
different ways.) How can you classify objects? (Objects can be classified
according to: (1) color, (2) size, (3) shape, (4) with or without corners/sides.)
How do you classify objects? (Objects are classified based on their common
characteristics.)

V. Assessment
Let the pupils answer the Assessment Sheet. Then discuss the answers.

Possible Answers:
1. a. In Set A because it has sides and corners; In Set B because it is small and it is
not colored. b. Yes it can be placed in Set A because it has sides and corners;
Yes it can be placed in Set B because it is small and it is not colored.
2. Set A because it is big, it has corners and sides, and it is colored

Set B because it is small, it has no sides, and it is not colored.


NAME: _______________________________________

Assessment Sheet

1. A set of shapes are grouped as shown below.

Set A Set B
a. In which set should you place this shape ? __________
Why?

b. Can you also place this shape in the other set? __________
Why?

c. Draw one shape that belongs to Set A and one shape that belongs to Set B.

Set A Set B
Explain why the shape belongs to Set A. __________________________
___________________________________________________________
___________________________________________________________
Explain why the shape belongs to Set B. __________________________
___________________________________________________________
___________________________________________________________

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