standard_description: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Narrative
The purpose of this activity is for students to use their own language and the language generated by the class in the last activity to describe how objects were sorted and tell how many objects are in each category. Students walk around the room and look at how other students sorted their objects. Consider using a signal to let students know when it is time to rotate.
Action and Expression: Internalize Executive Functions
. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Attention
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
The math tool sorts from the previous activity are needed for this gallery walk.
Launch
Groups of 2
“Now you’re going to walk around to other tables to look at how other students sorted their tools. For each group’s work, talk to your partner about how they sorted the math tools and how many objects are in each category.”
Students move so they are looking at another group’s work.
“Look at the objects on your own. How did they sort the math tools? How many objects are in each category? When you are ready to share your thinking with your partner, put your thumb up.”
30 seconds: quiet think time
“Take turns sharing your thinking with your partner.”
1 minute: partner discussion
Activity
“Move to the next group’s work. Talk to your partner about how they sorted and how many tools are in each category.”
Repeat as time allows.
8 minutes: partner discussion time
Student Response
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Activity Synthesis
“What are some different ways you saw the math tools sorted?”


aligns: no