Learning Through Play

Classifying and sorting is an important skill in the early years that signifies the prenumber and informal numbering stage of child mathematical development. These prenumber abilities ‘provide the basis for building early number concepts and the foundation of later skills. … Although the learning paths that children take … differ greatly, they all begin with classifying (and sorting) whatever is to be counted’ (Reys et al., 2012, pp. 142-143). It can therefore be said the classifying and sorting is a foundation for further and more advanced mathematical thinking. Reys et al. acknowledge this axiom and reason that ‘before children can count, they must know what to count, and classification helps identify what is to be counted’ (2012, p. 143).

 

Haylock explains that ‘the identification of equivalences is at the heart of the key processes of classification. Children have to learn to classify numbers and shapes (among other things) according to a range of criteria and to assign them to various sets’ (2012, p. 30). Sorting and classifying can be described as organising a number of items into groups, in which, members of each group share a common characteristic prerequisite. This prerequisite can be decided upon by the teacher or even better, the child. Through classification and sorting, children may develop desired foundational mathematical wording like more, less, few, many, most and none. Reys et al. have supported the value of this concept by stating that nothing is ‘more useful than the notions of 1 more or 1 less. These connections are fundamental in early counting and also in learning place value with larger numbers. … (These) notions … evolve from many different real-world experiences’ (2012, p. 156).

 

The Australian Curriculum

The Australian Curriculum (Australian Curriculum, Assessment & Reporting Authority, 2014) acknowledges and supports classifying and sorting within the foundation mathematical objectives and content statements. Outlined below are the key content descriptions as well as proficiency strands that accurately address the notion and importance of classification and sorting.

 

Australian Curriculum – Maths:

 

• Number and Algebra – Number and Place Value: Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289). Content Elaboration: comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers.

• Number and Algebra – Patterns and Algebra: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

• Measurement and Geometry – Shape: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

 

Numeracy is also listed within the Australian Curriculum’s general capabilities (ACARA, 2014). These general capabilities are aimed to ‘assist students to live and work successfully in the twenty-first century’ (ACARA, 2014). The numeracy module in particular is designed to assist children in ‘develop(ing) the knowledge and skills to use mathematics confidently across other learning areas at school and in their lives more broadly’ (ACARA, 2014).

 

The Early Years Learning Framework for Australia

In discussing their over-arching general capabilities, ACARA, state that ‘they complement the key learning outcomes of the Early Years Learning Framework (EYLF) – that children have a strong sense of identity and wellbeing, are connected with and contribute to their world, are confident and involved learners and effective communicators’ (ACARA, 2014). Classification and sorting references can be identified within this document under Outcome Five: Children are Effective Communicators. Outcome Five contains a sub-section titled: Children begin to understand how symbols and pattern systems work. Within this sub-section the EYLF outlines a particular way in which we can demonstrate our student’s learning in relation to these foundational mathematic skills; ‘begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds’ (2009). The EYLF also explains our responsibility, as teaches, in providing these opportunities for our students; ‘provide children with access to a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare’ (2009).

 

Activity Ideas

A way in which this objective could be met within an early childhood environment might be through the careful planning and set-up of areas or provocations in which objects are aesthetically placed that encourage, and almost beg, children to classify and sort them. There are many items which could be classified and sorted such as natural items – nuts, leaves and seeds, or man-made items from home including buttons and bottle tops. The natural items tie in nicely with the concept of respecting the natural environment starts in the early years; while the man-made objects could be easily collected through parents of the children within your class. When getting children to classify and sort objects it is very important that we take an intentional teaching approach, not only in the way we set-up learning activities or provocations, but in ensuring we ask children the right questions when they have finished their learning. Questions that aim to understand how the child has classified items are vital in teacher understanding of individual student achievement levels and also making this process explicit for the child.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pinterest (2014) includes a number of classifying and sorting activities which could be utilised to enhance student mathematical development. Listed below are some of my favourites - click on the image for further information on any of these activities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Relevant Children's Book

 

 

Same Same - Written by Marthe Jocelyn & Illustrated by Tom Slaughter

Marthe Jocelyn and Tom Slaughter team up again to deliver a delightfully simple book.

Jocelyn’s marvelous concept — finding common characteristics in different creatures

and objects — coupled with Slaughter’s masterful paper cuts makes Same Same a

clever introduction to similarities, as well as a preface to modern art.

 

 

More Information

For more information on classifying and sorting please have a look at some of these informative YouTube videos below:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Australian Children’s Education & Care Quality Authority. (2013) Guide to the national quality standard. Retrieved 13/10/2014 from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

 

Australian Curriculum Assessment and Reporting Authority. (2014). Australian curriculum. Retrieved 13/10/2014 from http://www.australiancurriculum.edu.au/

 

Australian Government Department of Education, Employment and Workplace. (2009). The early years learning framework for Australia: Belonging, being and becoming. Retrieved 13/10/2014 from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

 

Haylock, L. (2012). Mathematics explained for primary teachers (4th Ed,). London: Sage Publications.

 

Learning 4 Kids. (2011). 22.08.2011-024. [Image]. Retrieved 13/10/2014 from http://www.learning4kids.net/2011/09/12/number-sort/

 

PBS Kids. (2013). math_learning_19. [Image]. Retrieved 13/10/2014 from http://pbskids.org/lab/es/news/?page=3

 

Peaceful Parenting. (2012). zphaaaaaaaoct2011+031. [Image]. Retrieved 13/10/2014 from http://jen-peacefulparenting.blogspot.com.au/2012/02/importance-of-sorting-activities-why.html

 

Peine Ridge Elementary Kindergarten News. (2013). ovember+5+002. [Image]. Retrieved 13/10/2014 from http://prekindernews.blogspot.com.au/2013/11/learning-math-fall-style.html

 

Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping children learn mathematics (1st Ed.). Queensland, Australia: Wiley.