APH MathBuilders Unit 1: Matching, Sorting, and Patterning A Supplemental Math Program for Braille Users, K-3 Presented by Derrick W. Smith, Ed.D., COMS

What Teachers Need to Know about Matching, Sorting, and Patterning Fundamental Concepts within elementary mathematics. Why? Matching: – one-to-one correspondence Sorting: – building unique sets – classification and discrimination skill development Patterning – algebra

Common Core Standards Kindergarten: Counting and Cardinality – Know number names and the count sequence. – Count to tell the number of objects. – Compare numbers. K: Geometry – Analyze, compare, create, and compose shapes. K: Measurement and Data – Classify objects and count the number of objects in each category.

Matching, Sorting, and Patterning Teacher’s Guide – Introduction for specific content theme – Recommended children’s literature – Lessons for grades K-3 58 Worksheets – Print over Braille – Answer sheet in teacher’s guide Manipulatives CD

Suggested Materials Kit includes the majority of materials for each lesson. – Set of 54 shapes – three shapes, three sizes, and three colors/texture – Story Board and shapes with Velcro backing – Length sticks – Feel ‘n Peel stickers and instruments for making sound patterns

Sample Objectives for Kindergarten MA K-1 Match pairs of identical common objects. MA K-2 Match by size. MA K-3 Match by shape. MA K-4 Match by color or texture. MA K-5 Identify the one object in a set of objects that is very different. MA K-6 Identify the one object in a set of objects that is different in only one way. MA K-7 Recognize patterns. MA K-8 Describe patterns.

Sample Lesson MA K-10 Matching, Sorting, Patterning Objective: The child will extend a simple pattern of two or three objects or shapes by repeating the pattern at least two more times.

Sample Activity

Brainstorming Time As a group, look through the Unit Manipulatives and develop a “lesson idea”. The lesson idea should include: – A measureable objective written with Bloom’s Taxonomy verbs – An engagement “thought” (how will you get the child “wanting” to learn this concept?) – A use of the kit in teaching the concept.

Unit 1: Brainstorming Activity K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.