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Created byDeAnne Coleman
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The Friendship Snack Box: Sorting and Counting Four Treats
KindergartenMath10 days
★★★★★
5.0 (1 rating)SortingClassificationCardinalitySensory ObservationData RepresentationOne-to-One CorrespondenceKindergarten Math
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use our 'math eyes' and 'snack senses' to design a special gift box with 4 different groups of snacks for a friend?Essential Questions
Supporting questions that break down major concepts.- How can we use our 'math eyes' and 'snack senses' to create the perfect snack box for a friend?
- What are the different ways we can describe and group our snacks (crunchy, soft, sweet, salty)?
- How can we make sure we have exactly 4 different groups of treats in our box?
- How does sorting snacks help us show kindness to our friends?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will classify various snacks into four distinct categories based on physical attributes such as texture (crunchy, soft) and taste (sweet, salty).
- Students will demonstrate one-to-one correspondence by counting out exactly four categories of treats for their friend's gift box.
- Students will use descriptive 'math eyes' and 'snack senses' vocabulary to explain the reasoning behind their sorting choices.
- Students will represent their data by counting and comparing the number of items within each of the four categories.
Common Core State Standards for Mathematics
CCSS.MATH.CONTENT.K.MD.B.3
Primary
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Reason: This standard is the foundation of the project, as students must sort snacks by attributes and count the resulting groups.
CCSS.MATH.CONTENT.K.CC.B.4
Primary
Understand the relationship between numbers and quantities; connect counting to cardinality.Reason: Students apply this by identifying that the number '4' represents the total number of categories required for their friend's snack box.
CCSS.MATH.CONTENT.K.CC.B.5
Secondary
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration.Reason: Students will count the individual snacks within each category to ensure they are providing a fair amount for their friend.
Next Generation Science Standards
NGSS K-2-ETS1-1 (Adapted)
Supporting
Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.Reason: While the focus is math, using 'snack senses' involves using scientific observation and categorization skills to identify textures and tastes.
Entry Events
Events that will be used to introduce the project to studentsThe Picnic Disaster Rescue
A stuffed animal 'Forest Friend' sends a letter explaining that a big wind blew their picnic into a giant jumble, and now the squirrels and bunnies are confused. Students are tasked with becoming 'Snack Designers' to create a new, organized box with four distinct sections so every forest friend gets their favorite treat.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
The Snack Sense Investigators
Students will become 'Snack Scientists' to explore the properties of various treats. Using their 'snack senses' (sight, touch, and taste/smell), students will explore a variety of items to identify if they are crunchy, soft, sweet, or salty. This foundational step ensures students understand the attributes they will later use to sort their boxes.Steps
Here is some basic scaffolding to help students complete the activity.1. Gather in a circle to meet the 'Forest Friend' (stuffed animal) and examine the jumbled bag of snacks.
2. Pass around different snack samples (or pictures/props) and use 'math eyes' to describe how they look and feel.
3. Learn the four key vocabulary words: Crunchy, Soft, Sweet, and Salty through a movement game (e.g., 'Crunch' like a cracker, 'Squish' like a marshmallow).
4. Record observations by placing a snack picture under the correct sensory heading on a large class anchor chart.
Final Product
What students will submit as the final product of the activityA 'Sensory Scientist Chart' where students use stickers or drawings to label snack pictures with their matching texture or taste attribute.Alignment
How this activity aligns with the learning objectives & standardsThis activity focuses on NGSS K-2-ETS1-1 (Using observations to describe patterns) and the introductory phase of CCSS.MATH.CONTENT.K.MD.B.3 (Identifying attributes for classification).Activity 2
The Great Sorting Rescue
Now that students know the attributes, they must organize the 'Forest Friend's' jumbled mess. Students will work with a set of mixed snacks and sort them into four distinct 'sorting mats.' This activity helps students move from identifying attributes to physically grouping objects based on those attributes while keeping the goal of '4' categories in mind.Steps
Here is some basic scaffolding to help students complete the activity.1. Receive a 'Friendship Bag' filled with a jumble of 10-15 different snack items.
2. Lay out four colored mats, each representing one of the four categories (Crunchy, Soft, Sweet, Salty).
3. Pick up one item at a time, describe its attribute, and place it on the matching mat.
4. Count the mats to ensure there are exactly four groups being created for the gift box.
Final Product
What students will submit as the final product of the activityA set of four sorting mats, each filled with snacks belonging to one specific category (e.g., all the crunchy items together).Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.K.MD.B.3 (Classify objects into given categories) and CCSS.MATH.CONTENT.K.CC.B.4 (Understanding the relationship between numbers and quantities).Activity 3
The Counting Command Center
In this activity, students focus on the quantity within their categories. They will ensure their friend gets a fair amount of treats by counting the items on each mat. They will practice 'one-to-one correspondence' to make sure their count is accurate and use 'math eyes' to compare which group has more or fewer items.Steps
Here is some basic scaffolding to help students complete the activity.1. Touch and count each item on the first mat, moving it from one side to the other to ensure each is counted once.
2. Repeat the counting process for all four mats.
3. On a menu card, draw the snacks found in each category and write (or trace) the number representing how many are in that group.
4. Share with a partner: 'I have 4 categories. My crunchy group has [number] snacks!'
Final Product
What students will submit as the final product of the activityA 'Snack Menu Card' for their friend, featuring the number '4' and a tally or drawing of how many items are in each of the four sections.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.K.CC.B.4 (Connect counting to cardinality) and CCSS.MATH.CONTENT.K.CC.B.5 (Count to answer 'how many?' questions).Activity 4
The Architect of Kindness Box Design
Students will now build the physical Friendship Snack Box. They will use a box with four dividers (representing the 4 categories) and carefully place their sorted and counted snacks inside. The final touch is decorating the box to show kindness to their friend, explaining why they chose these specific four groups.Steps
Here is some basic scaffolding to help students complete the activity.1. Prepare a square box and place a 4-section divider inside (forming a 2x2 grid).
2. Place the snacks from the four sorting mats into the four matching sections of the box.
3. Create 'Category Labels' using colors or symbols (e.g., a sun for sweet, a tooth for crunchy) and glue them to the sections.
4. Present the box to the 'Forest Friend' or a classmate, explaining: 'I made 4 groups: crunchy, soft, sweet, and salty because I want you to have a perfect picnic!'
Final Product
What students will submit as the final product of the activityA completed 'Friendship Snack Box' with 4 distinct sections, labeled by attribute and quantity, ready to be presented to a friend.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.K.MD.B.3 (Sort categories by count) and K.CC.B.4 (Understanding the number 4 as a total set).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioThe Friendship Snack Box Assessment Rubric
Category 1
Scientific Observation (Snack Senses)
Evaluates the student's use of 'snack senses' to observe and categorize objects based on physical properties, aligning with NGSS observation standards.Criterion 1
Sensory Observation & Attribute Identification
The ability to use 'snack senses' to observe, describe, and identify the physical properties of snacks (crunchy, soft, sweet, salty).
Exemplary
4 PointsIndependently identifies and describes all four attributes using sophisticated sensory vocabulary; identifies snacks that might fit more than one category and explains why.
Proficient
3 PointsClearly identifies and describes the four key attributes (crunchy, soft, sweet, salty) and matches snacks to these labels correctly.
Developing
2 PointsIdentifies some attributes correctly but may confuse others (e.g., sweet vs. salty) or requires teacher prompting to use sensory words.
Beginning
1 PointsStruggles to distinguish between different textures or tastes; requires significant support to use 'snack senses' vocabulary.
Category 2
Classification and Data (Math Eyes)
Evaluates the student's ability to use 'math eyes' to sort and classify objects into specific categories, aligning with K.MD.B.3.Criterion 1
Classification & Sorting Logic
The ability to organize a jumbled set of items into exactly four distinct groups based on the identified attributes.
Exemplary
4 PointsOrganizes items into 4 distinct groups with 100% accuracy; can explain the 'sorting rule' for each group and help peers who are stuck.
Proficient
3 PointsSuccessfully classifies all snack items into 4 distinct categories on the sorting mats with minimal errors.
Developing
2 PointsSorts items into groups, but may have more or fewer than 4 categories, or some items are placed in the wrong group.
Beginning
1 PointsPlaces items onto mats randomly without a clear understanding of the category or attribute; unable to form 4 distinct groups.
Category 3
Counting and Cardinality
Evaluates the student's mastery of counting and cardinality as they manage the quantities within their snack box, aligning with K.CC.B.4 and K.CC.B.5.Criterion 1
Counting & One-to-One Correspondence
The ability to use one-to-one correspondence to count items within each category and recognize that '4' represents the total number of categories.
Exemplary
4 PointsDemonstrates perfect one-to-one correspondence for all items; easily identifies which category has the 'most' and 'least' snacks without prompting.
Proficient
3 PointsAccurately counts the number of items in each of the 4 categories and correctly identifies the total number of groups as 4.
Developing
2 PointsCounts items but may skip numbers or count the same item twice; understands there are 4 groups but struggles to count the items inside.
Beginning
1 PointsRecites numbers in order but does not connect them to the objects (cardinality); cannot verify if they have 4 categories.
Category 4
Presentation and Design
Evaluates the physical deliverable and the student's ability to communicate their learning and the 'kindness' aspect of the project.Criterion 1
Final Product & Communication
The quality of the final Snack Box construction and the student's ability to explain their mathematical and kind choices to others.
Exemplary
4 PointsCreates a highly organized, labeled box; presentation is enthusiastic and clearly explains how the 4 groups were designed specifically for their friend's needs.
Proficient
3 PointsCompletes the Snack Box with 4 sections and matching labels; clearly explains that they have 4 groups of treats for their friend.
Developing
2 PointsThe box is partially complete or labeled incorrectly; provides a basic explanation of the project with some prompting.
Beginning
1 PointsThe box is incomplete or does not contain 4 distinct sections; unable to explain the purpose of the groups or the gift.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How did you decide which group a snack should go in?
Text
Required
Question 2
How many different groups of snacks are inside your Friendship Box?
Multiple choice
Required
Options
1 group
2 groups
3 groups
4 groups
Question 3
How do you feel about giving this special snack box to a friend?
Scale
Required
Question 4
Use your "math eyes!" Which group in your box had the MOST snacks?
Text
Optional