## Classify objects and count the number of objects in each category.

• CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
1 Limit category counts to be less than or equal to 10
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This second part of the Measurement and Data Standard of the Core for kindergarten outlines a simple and straightforward expectation that children can “classify” and “sort” and then “count” and “sort” again.
Over the past several months this blog has discussed Sorting, Classifying, and Counting in a variety of ways.  If you use the search engine at the side of the page, you will find activities, ideas, and discussions about all three of these mathematical concepts.
Data collection is usually done when a question has been posed (How many children are wearing short sleeves and how many children are wearing long sleeves?) and then the information is classified using attributes (short and long sleeves), sorted into categories (in this case – 2 categories) and then counted.
The picture above is a great example of a teacher in a 3-year-old class classifying, sorting and counting the children in her class.  Take note of the way that she shows number in several ways.

## 13 Replies to “The Common Core – Measurement & Data Pt. II”

1. I like how see put the numbers after they counted and sorted the boys in the classroom from the girls. Plus giving the children a picture imagine is important for young children. Lisa Murphy

2. Hope Kyle says:

I will be collecting data with my 2 year olds after a taste of 3 different kinds of apples, since our Fall Festival Theme is Apple Orchard. They will taste a red, green, and yellow apple and decide which one they like the most.

3. Becky says:

Classify and count shoes!

4. Amere Washington says:

My students love to count and sort during our meal times, they often times count how many boys there are vs. girls, teachers are always excluded because we aren\’t kids.

5. Anonymous says:

We often use the long and short sleeve activity with the two year olds. It\’s a great visual for those who are learning about size.

6. Anonymous says:

We will be using a counting and sorting activity using shoes. We will graph all information gathered from the activity.

7. Anonymous says:

I do a project with graphing items that sink or float. I draw pictures to represent each concrete object then ask the children to place the drawn item into the correct category of \”sink\” or \”float\” then we add up each column.

8. Anonymous says:

We often collect data and graph in our classroom. we will ask questions to help the students interpret the data.

9. Forestine Crowder says:

I will be using wooden blocks to measure students height in class and make a graph from the information we have gathered with the children\’s help.

10. Catherine Hill says:

We collected data on ice cream choices, and then made a visual graph with pictures of each child eating their favorite ice cream. Then we also did a graph using the \”silly Ice Cream\” flavors that we thought up, and we used the data to create the graph to show who liked what \”silly Ice Cream\” and if they thought it would taste good or not
Catherine Hill

11. Samantha Lounsberry says:

A good fun way to included everyone and something that the children can be interested in.

12. Erica says:

I have a chart in my room to help with attendance. When the child walks in the move there picture from home to school. Everyday when I do attendance we have a conversation about who is at school and who stayed home.

13. Cam D. says:

Graphing items such as the children’s favorite food or what kind of pet they have is a good way for children to see how many of each item. Putting a number with the chart helps the children to connect the pictures with numbers.