Amber Jones
February 18, 2015
ECE 234
Collections
Collection One: Poker Chips
Describe the objects in your collection.
This collection consists of lids; soda bottle, water bottle, fountain soda cup,
markers, and juice bottles. There is a variety of sizes and colors. There are
also colored shapes drawn and colored onto some of the lids. These shapes
include circles, squares, and triangles. Their shape colors include red, blue,
and black. The lids have different textures and are made from different types
of plastic.
List the common features (physical characteristics) that could be used to put
the objects into groups or organized in some way (i.e. seriation, class
inclusion, etc.). Refer to your Charlesworth & Lind text for listing of
common features.
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Colors: red, white, orange, pink, black, blue, yellow, green, and gray.
Sizes: small, large, fat, thin, long, skinny, tall, and short.
Shapes: circles, squares, and triangles.
Pattern: color, shape, or size
Texture: rough, smooth, flexible, soft, or hard.
Function: bottle lids, marker lids, cup lids, soda lids, or juice lids.
Common Features: bumps, ridges, smooth, shape, or color.
Number: how many of each? or how many in each group?
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Describe how you could use this collection in teaching concepts to young
children. Include at least two lesson ideas including 1) name of lesson; 2)
general description of lesson; 3) standards and 4) objectives for each lesson.
Lesson One: Grouping and Categorizing
The children will be asked to group the group the lids into any type of
categories that they choose. This could be by size, shape on the lid, color, or
function.
Standards:
 M.02 Child develops knowledge of geometric principles.
 M.02 Child groups similar objects together and gives reasons for
grouping.
 M.03 Child develops knowledge of patterns.
Objectives:
 The children will classify the different shapes on the lids.
 The children will classify the different styles of lids.
 The children will sort the lids by size, shape, color, and/or function.
 The children will create a pattern of their own.
 The children will be able to understand and recognize how many of
each lid is in each group or how many lids have a specific shape.
 The children will explain why they grouped and categorized the lids
as they did.
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Lesson Two: One-One Correspondence
 The teacher will place 7 lids in a row. Choose lids that do not have a
shape drawn on them.
 The children will be asked to create a row of lids that looks just like
the teachers.
 The teacher will then spread out their lids and ask the child which one
has more.
 The children will answer and then count how many are in each row to
verify their answer.
Standards:
 M.01 Child develops awareness of number and numerals.
 M.01 Child develops an understanding of the counting process.
Objectives:
 The child will use one-to-one correspondence and duplicate the row
that the teacher created.
 The children will accurately count in order up to the number of lids
used.
 The children will be able to explain their thought process.
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Collection Two: Beads
Describe the objects in your collection.
This collection contains many different styles, sizes, colors, shapes, material,
and textures of beads. There are clear plastic beads, colored plastic beads,
and wood beads. Some of the beads are normal craft beads and some are
images; such as bows or butterflies. The beads vary from small hole to big
hole and from 3 prongs to circles.
List the common features (physical characteristics) that could be used to put
the objects into groups or organized in some way (i.e. seriation, class
inclusion, etc.). Refer to your Charlesworth & Lind text for listing of
common features.
 Colors: red, white, orange, pink, black, blue, yellow, green, purple,
brown, and gray.
 Sizes: small, large, fat, thin, long, skinny, tall, and short.
 Shapes: circles, squares, ovals, bows, butterflies, and stars
 Pattern: color, shape, or size
 Texture: rough, smooth, pokey or hard.
 Common Features: bumps, ridges, smooth, shape, or color.
 Number: how many of each? or how many in each group?
Describe how you could use this collection in teaching concepts to young
children. Include at least two lesson ideas including 1) name of lesson; 2)
general description of lesson; 3) standards and 4) objectives for each lesson.
Lesson One: Bracelet Creation
The children will get to create a bracelet. They will first be asked to pick out
15 beads that they would want to use. Before the children are given string to
put their beads on, they will be asked to place the beads in any order
(pattern) that they would like to put them on the string.
Standards:
 M.01 Child develops an understanding of the counting process.
 M.01 Child uses language to demonstrate understanding of space and
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time (next to, on top of, before, after)
 M.03 Child develops knowledge of patterns.
Objectives:
 The children will explain why they chose their pattern for the bracelet.
 The children will accurately count out their 15 beads.
Lesson Two: Grouping
The children will be asked to group the beads in any way that they would
like. They will be asked to explain why they grouped in that way. They will
then be asked to group the beads in a new way, and explain the reasoning for
the new way. The children should be asked about the number of beads in
each group and if one group has more or less than another group.
Standards:
 M.01 Child develops an understanding of the counting process
 M.02 Child develops knowledge of geometric principles
Objectives:
 The children will compare quantities of small groups of objects, using
words like more/less and some/all
 The children will compare the different sizes and shapes of the beads.
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