Sorting requires logical reasoning and the classification and graphing of the fish are parts of the process skills of science. The children make a graphic organizer to document these thoughts. The teacher makes continuous progress assessments through interviews. The teacher encourages the children to discuss another method for sorting the fish. As before, the fish are separated, but this time they are sorted according to the new criteria.
Children make changes to the graph as needed.
Discussion follows as the teacher helps children identify all the different ways they found to sort the fish. The teacher uses a collaborative process to help students realize that there are numerous options for sorting. The teacher is building connections between math and science. Then the teacher asks the students to work in pairs to create a number sentence problem of their own. The teacher is encouraging collaboration during problem solving and building connections between math skills and real-life activities.