Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Sorting and Making Groups

Active sorting engages children’s natural curiosity and supports their development of early mathematical thinking through hands-on play. When students physically move objects into groups, they strengthen observation skills, build vocabulary, and begin to understand abstract concepts like quantity and classification in a concrete way.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Algebra - A.4

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Small Groups

Sorting Tray Challenge: Colours First

Provide trays with mixed buttons or blocks in various colours. Ask children to sort by colour, count each group, and label with numerals. Then challenge them to resorted by size. Circulate to prompt comparisons like 'Which group has more?'

Can you sort these shapes by colour , how many groups do you have?

Facilitation Tip

During Sorting Tray Challenge: Colours First, model sorting aloud, naming each colour as you place items in the tray to build oral language.

What to look for

Provide students with a mixed collection of 10-12 small objects (e.g., buttons, blocks). Ask them to sort the objects into two groups based on color. Observe if they can successfully create two distinct groups and ask: 'How many red buttons do you have? How many blue buttons? Which group has more?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 25 min · Pairs

Partner Sort Relay: Shape Switch

Pairs sort attribute blocks by shape into hoops, then switch to sorting by colour. One child sorts while the partner counts and compares groups. Switch roles halfway and discuss new groupings found.

Which group has more , the red ones or the blue ones?

Facilitation Tip

During Partner Sort Relay: Shape Switch, rotate partners after each round to encourage different perspectives and shared decision-making.

What to look for

Present a collection of objects already sorted into two groups (e.g., by shape). Ask students: 'Can you tell me how these objects were sorted? What is the rule for this group? Can you think of another way to sort these same objects?' Listen for their explanations of the sorting criteria.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Whole Class

Whole Class Object Hunt: Multiple Ways

Children collect classroom items like pencils or toys. As a class, sort first by colour on the floor, count and compare. Erase and resort by length or type, voting on which way works best.

Can you find another way to sort these objects?

Facilitation Tip

During Whole Class Object Hunt: Multiple Ways, display sorted groups on the board and invite students to physically move items between groups to show alternative sorting.

What to look for

Give each child a small bag with 5-6 mixed objects. Ask them to sort the objects by size and draw a picture of their two groups on a piece of paper. Have them label one group 'Big' and the other 'Small'.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual Mat Sort: Personal Collections

Give each child a mat and small collection of shells or leaves. They sort independently by one attribute, draw their groups, then share one alternative sort with a neighbour.

Can you sort these shapes by colour , how many groups do you have?

Facilitation Tip

During Individual Mat Sort: Personal Collections, provide sentence starters like ‘I sorted by ____ because ____.’ to scaffold explanations.

What to look for

Provide students with a mixed collection of 10-12 small objects (e.g., buttons, blocks). Ask them to sort the objects into two groups based on color. Observe if they can successfully create two distinct groups and ask: 'How many red buttons do you have? How many blue buttons? Which group has more?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach sorting by starting with clear, limited attributes to avoid cognitive overload, then gradually introduce complexity. Use real, familiar objects rather than pictures to ground the experience in tangible learning. Encourage peer talk to strengthen reasoning skills, as explaining choices deepens understanding more than teacher-led instruction alone. Avoid rushing to abstract symbols; let children verbalize and manipulate before connecting to written recording.

By the end of these activities, students will confidently sort objects using at least one attribute, count and compare group sizes, and explain their sorting choices using clear language. They will also demonstrate flexibility by attempting alternative groupings when prompted.

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Watch Out for These Misconceptions

• During Sorting Tray Challenge: Colours First, watch for children who insist on sorting by one colour only and refuse to group others that don’t match.

  Prompt them to find all items that match their chosen colour first, then ask, ‘What else do you notice about these items? Can we sort them by something else?’

• During Partner Sort Relay: Shape Switch, watch for students who assume the group with more space between items has more objects.

  Ask them to line up items from each group side-by-side on the mat and count again to verify the quantity.

• During Individual Mat Sort: Personal Collections, watch for students who group items without a consistent rule, such as mixing size and colour freely.

  Ask them to explain their rule aloud. If unclear, say, ‘Tell me why this big red block and this small blue block are together.’ Guide them to restate a clear attribute.

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Methods used in this brief

• Experiential Learning