Lesson 8
Sort and Count Shape Cards
Warmup: Which One Doesn’t Belong: Show Quantities (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 2–3 minutes: partner discussion
 Share and record responses.
Student Facing
Which one doesn’t belong?
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 “Which representation is easiest for you to see how many? Why?” (The three triangles because I can just look at it and know how many. The number 5 because I don't have to count.)
Activity 1: Sort Shapes (10 minutes)
Narrative
Required Materials
Required Preparation
 Create a set of shape cards from the blackline master for each group of 2.
 Have extra copies of the threecolumn table from a previous lesson available for students.
Launch
 Groups of 2
 Give each group a set of shape cards and access to copies of the threecolumn table.
 “Look at all of your shape cards. Take a minute to look over the cards by yourself first and think about how you would sort them.”
 1 minute: quiet think time
Activity
 “Work with your partner to sort the cards into three categories in any way that you want. You do not need to use all of the cards.”
 5 minutes: partner work time
 “Share with another group. Explain how you sorted the shapes. Tell how many shapes are in each category and how many shapes there are altogether.” (There are 5 white shapes. There are 12 shapes altogether.)
 2 minutes: small group discussion
 Monitor for two groups who sorted their cards in different ways.
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Invite previously identified students to share.
 “How did this group sort their shapes? How many shapes are in each category?” (They sorted by color. There are 6 white shapes, 3 black shapes, and 3 gray shapes.)
Activity 2: Show Your Sort (15 minutes)
Narrative
The purpose of this activity is for students to represent how they sorted their shapes in the previous activity and tell how many in each category and how many in all. At the end of the activity, display each representation on tables or walls, to use during the gallery walk in the next activity.
Advances: Listening, Speaking
Supports accessibility for: VisualSpatial Processing, Organization
Required Materials
Materials to Gather
Required Preparation
 Have extra copies of the threecolumn table from a previous lesson available for students.
Launch
 Give students access to colored pencils or crayons and copies of the threecolumn table.
Activity
 Read the task statement.
 10 minutes: independent work time
Student Facing

Show how you sorted the shape cards.
Be sure that someone else who looks at your paper can see how many shapes are in each category. 
Complete the sentences:
 The first category has ____________ shapes.
 The second category has ____________ shapes.
 The third category has ____________ shapes.
 There are ____________ shapes all together.
Student Response
For access, consult one of our IM Certified Partners.
Advancing Student Thinking
 “Can you explain how you showed your sort on the paper?”
 “How could you show each category in your representation?”
Activity Synthesis
 “Now we will have a chance to look at and interpret each other's representations.”
Activity 3: Shape Sort Gallery Walk (15 minutes)
Narrative
The purpose of this activity is for students to interpret different representations created based on their shape sorts. Students use the different representations to determine how many shapes are in each category. During the synthesis, students discuss aspects of representations that make them easier to interpret.
Required Materials
Materials to Gather
Required Preparation
 Display students’ representations of their shape sorts on tables or walls so they are easily seen as students walk around.
Launch
 Groups of 2
Activity
 “With your partner, look at each representation. Discuss how each group sorted the shapes, how many shapes are in each category, and how you know.”
 10 minutes: partner discussion
 As students work, consider asking:
 “How does this representation show how many shapes are in the first category?”
 “What makes this representation easy to interpret?”
 Monitor for representations that use shapes, tally marks, numbers, and labels.
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Display previously identified representations.
 “How did this group sort their shapes? How many are in each category? How do you know?”
 Repeat with different student work as time allows.
 “Which representation was easiest to interpret? What made it easier than the others?” (The one with numbers was easiest because I didn’t have to count. The one with labels was easiest because I knew what the groups were.)
Lesson Synthesis
Lesson Synthesis
Cooldown: Unit 1, Section B Checkpoint (0 minutes)
CoolDown
For access, consult one of our IM Certified Partners.