ITE 325 Lesson Plan Format

Name: Reynalyn Agpoon

Title: Count Buttons with Me

Grade Level and Setting: Preschool - 3 Years Old

Date Taught: March 5 6, 2014
Duration: 15 minutes (whole group) 1 hour (small group, centers) on March 5 th
45 minutes, depending on how long each student takes during
center) 10 minutes (whole group, after section of lesson plan) on
March 6th
Number of Students: 16
Overarching Mathematical Goal(s):
-Be able to count to 4 with one to one correspondence
-Be able to answer, How many?

Consider Your Students Needs:

Considering All Students:
- Students count the dates on the calendar with the help of the teacher
- Students count the number of students in line after outdoor play
- Students count the number of friends that are absent
- Students count the manipulatives with the teacher whenever it is appropriate
- During the lesson, I might have to have the students calm their bodies a
couple times
- Explain what buttons are and see if any one has buttons on their clothes that
day
- Pete the Cat and His Four Groovy Buttons book, buttons, and a strip of paper
with four sections
- Define groovy
For English Language Learners:
- Use kid-friendly words when explaining the content and language objectives
- Build background using prior learning
- Provide visuals and real objects that are related to the task
- Repeated instructions
For Students with Special Needs:
- Repeated instructions
- Help students bring ideas together
- Provide extra time
- Give one direction at a time

Materials Needed:
Each student will need: Four foam buttons (four buttons that looked the same), strip of
paper with four grids or sections
Teacher will need: Pete the Cat and His Four Groovy Buttons by: Eric Litwin
Sources:

Hawaii Early Learning Development Standards (HELDS handout)

Elementary and Middle School Mathematics Teaching Developmentally (8th Ed.)

Standard/Benchmark
HCPSIII/Common Core Content Standards:
Hawaii Early Learning and Development Standards (HELDS)
(GK.48.d: Demonstrate an understanding of one to one correspondence)
(GK.48.e: Recognize and name the number of items in a small set, up to 5 objects)

NCTM Process Standards/Common Core Standards for Mathematical Practice:

Representation: use their fingers to represent the numbers of buttons, use the buttons
and strip of paper to represent the numbers of buttons
Communication: be able to answer how many when asked during small group activity

Assessment
Observe:
-Is the student focused? (Self Directed Learner)
-Is the student building the numbers with the buttons? (Correct or incorrect)
-Can the student verbally count, identify, or show a representation of how many buttons
Pete started off with?
-Can the student verbally count, identify, or show a representation of how many buttons
Pete has left at the end of the story?
-Will the student be able to answer the question, How many?
Ask:
How many buttons were on Petes shirt?
(Lets count them together. Can you show me ____ fingers to match the quantity of
buttons?)
Did he have any left? If so, how many?
(You can check to see if you have the right quantity by counting and pointing to 1 button
at a time, go in order from one side to the other.)
Assessment Recording Sheets and/or Rubrics:
Formative: If the students are to show the number of buttons with their fingers during the
read aloud
Summative: If the students are able to recreate the number of buttons on the strip of
paper

Correspondence1 to 1

Benchmark
I can count the
buttons by pointing at
each button
(GK.48.d:

Demonstrate an
understanding of
one to one
correspondence.)

1
(well below)

Does not
point to
each
button
when
counting

2
(developing
proficiency)
Points to
each
button
when
counting
Does not
say the
correct
amount of
quantity
with
minimal
assistance
from
teacher

3
(meets
expectation)
Points to
each
button
when
counting
Points to
each
button and
says the
correct
amount or
quantity
with
minimal
assistance
from
teacher

4
(exceeds
expectation)
Points to
each
button
when
counting
Points to
each
button
and says
the
correct
amount or
quantity
without
assistanc
e from the
teacher

Representation with fingers

Cardinality

I can show the

correct number of
fingers when asked
(GK.48.e:

Recognize and
name the number
of items in a small
set, up to 5
objects.)

I can answer how

many when asked
(GK.48.e:

Recognize and
name the number
of items in a small
set, up to 5
objects.)

Is not
able to
show the
correct
number
of fingers
with
guidance
from the
teacher

Is not
able to
answer
how
many
with
guidance
from the
teacher

Is able to
show the
correct
number of
fingers with
guidance
from the
teacher

Is able to
answer
how many
when the
teacher
shows a
representati
on of the
number

Is able to
show the
correct
number of
fingers with
minimal
assistance
from the
teacher

Is able to
answer
how
many
when
teacher
provides
minimal
assistance

Is able to
show the
correct
number of
fingers
when
asked
Is able to
show the
correct
number of
fingers
without
assistanc
e from the
teacher
Is able to
answer
how
many
correctly
when
asked

Activities/Instructional Strategies
BEFORE:
1. Share my learning objectives and expectations
Today boys and girls, we are going to read a story about a cat and his name is Pete.
The book is called Pete the Cat and his four Groovy Buttons and the author is Eric
Litwin. While I read this story to you, how should you be seated? Yes, crisscross
applesauce. Where should your eyes be? Yes, on me or on the book. Should you be
talking? No, unless I ask you a question. After I read this book, we will go straight into
centers. I will be calling 2 friends at a time to center 1 to do an activity. In this book, we
are focusing on this cat named Pete and the buttons on his shirt.
2. Discuss what groovy means and what buttons are and what they are for.
a) I will ask the students, What do you think groovy means?
a. Groovy means: Awesome, cool, exciting
b) I will ask the students, What are buttons and what are they for?
c) Share if someone in class has buttons on their clothes so that the students
have an actual example of what buttons are for.
3. Discuss button safety
a) I will ask the students, What should you not do with buttons? Are buttons

food? Should you put it in your mouth?

4. Discuss how I want the students to do the number representations with their fingers
during the story.
a) Boys and girls, you will help Pete count his buttons. I want you to pay
attention to how many buttons he has in the beginning of the story and then how
many he has left at the end. When I ask you to show me the number of buttons
he has, show me with your fingers. So if Pete has 5 buttons I want you to show
me 5. Like this.
b) Show an example (5 fingers).
c) I will ask the students to count 5 fingers with me.
d) I will ask if they understand.
5. Share materials and the lessons (Today, during our whole group read aloud, our
material will be this book. But during center time, we will have more materials, but I will
go over that when you come to center 1. While I am reading the book aloud to you, I
want you to pay close attention to what happens to Petes buttons because I will ask
you about the amount or quantity of buttons on Petes shirt when you come to center 1.
6. Look for student engagement and participation during whole group read aloud
-Focused (Looking at me or the book)
-Sitting up in their square
-Participate when asked to show how many buttons with their fingers
7. Ask the students to use their fingers to show a representation of how many buttons
are there, fell off, how many is left. (Repeat till the end of the story)
8. Ask the students to read numbers on the pages, if they are having a hard time, I will
point to the buttons and count aloud with them.
DURING:
1. Call three students to center 1 for the small group lesson.
a. I will then tell them the expectations, tasks, and the materials for the center
activity.
Hello _____ & _____. Did you like the story about Pete the cat and his
groovy buttons? During center, we will be working on your counting. You will
have buttons and a strip of paper in front of you. Please keep your hands to
yourself until I ask you to touch the materials. The buttons are for building
your number quantity and the strip of paper will be where you put your
buttons. We are going to build or represent different quantities of 4, 3, 2, 1,
and 0 using these buttons and this strip of paper, I want you to take out four
buttons from this bin, but as you take them out, make sure you check the
correct quantity of 4 buttons.
2. Students will pick out four buttons of their choice from a bin of buttons. I will ask

them to count out loud for me as they pick their buttons. I will then have each student
build the numbers 4,3,2,1 and 0 on the strip of paper.
3. During this time, I will help the students who have a difficult time counting by
showing them how to line up the buttons and by counting aloud with them.
4. When all the students have their buttons, I will give the students 30 seconds to
observe the buttons so that they do not get distracted when I am speaking. We will
begin the lesson with the buttons in front of the students and their strip of paper filled
with no buttons.
5. I will ask the students, how many buttons did Pete the cat have on his shirt when we
first started reading the book? If someone answers, I will tell the students to place all
four buttons on the strip of paper. I will then ask, what happened to his first button (I
will refer to the book as I am doing this lesson), if they reply correctly, I will ask them
to remove one button and ask each student to count how many buttons are left. I
will repeat until we reach 0 buttons.
6. For clarification, I will say quantity and equation terms as the story goes on. For
example: We counted 3 buttons on Petes shirt, if you have 4 buttons and you take
1 button away, you are left with 3 buttons.
Anticipated Student Responses:

When a student has a difficult time counting: I will line up the buttons for them
and count aloud with them
When a student says it is too hard: I will show the student the appropriate page
from the book and then count the buttons with them
When a student says they do not know what number of buttons are left on Petes
shirt: I will show the student the appropriate page from the book, cover the
appropriate number of buttons and count with the student

AFTER:
1. When all of the students complete the center activity, I will bring the students
together in a large group and have a discussion about the story, the counting, and
the small group activity.
2. I will ask the questions:
a. What did you count today (or yesterday if I run out of time)?
b. How many buttons were on Petes shirt when we first started reading the
book?
c. How many buttons did he have left at the end of the book?
d. Was the number of buttons on Petes shirt getting bigger or smaller?
e. Why do you think we count boys and girls?
Any other resources needed (worksheets, data tables, etc):

Assessment Recording Tool:

Student

1 to 1
Correspondence

Representation with
fingers

Cardinality

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Other Assessment Notes (other things students said and did):
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

ITE 325 Lesson Plan Reflection Questions

Reflections (Turned in within ten days of teaching, but by final deadline):
1. What math concepts did you, the teacher, have to understand in order to teach
this lesson well (cite sources)?
The math concepts that I had to understand in order to teach the Count
the Buttons with Me lesson were the early number concepts such as one
to one correspondence, cardinality, and representation. During my small
group, I had the students count and place each button on a strip paper
with four squares. The squares were to help the students place the
buttons in a straight line so that they can count the buttons with one to one
correspondence. The cardinality and the representation occurred during
read aloud and small group. As I was reading aloud, I asked the students
to show me with their fingers how many buttons were on Pete the cats
shirt. And I wanted them verbally say how many as well, that was where
cardinality came in. Both representation and cardinality was a way for me
to see if the students understood what was happening to Pete the cats
shirt. I used the handout Whole Number Development that was given to
me by Andrea during the first semester.
2. What experiences did students have prior to the lesson that should have helped
them be successful? What are some concepts and procedures they should have
had some understanding of to be successful? (cite sources)
The students practice counting using the calendar everyday. They also
count the number of students that are in class and the ones who are
absent. While they wait in line to go out to outdoor play, they count the
number of students in line with help from either my mentor teacher or my
teacher assistant. During manipulative time, my mentor teacher goes
around and asks the students to count manipulatives aloud to her. They
have some understanding on what comes before and after a number
when they see it on the calendar. I used the Hawaii Early and Learning
Development Standards (HELDS) to determine where the students should
be in number sense. But I observed the students prior to my lesson; I
knew that some students were not where they should be according to the
HELDS.
3. Reflect on your assessment plan. Were you able to use it? Why or why not?
Useful data allows you to monitor individual, small group and whole class
progress toward developing conceptual understanding, procedural fluency and
reasoning/problems solving skills. If you were not able to collect useful data for at
least half of your children, how would you change your assessment plan?
During the lesson I was not able to use the assessment plan because I
was too focused on doing the lesson. Also during small group, I was only
able to take little notes on a sheet of paper, but not on my actual
assessment plan. Although I was not able to use it during the actual
lesson, I was able to use it when I watched the recording of my lesson. I
saw who could count with one to one correspondence during the small

group activity. Also during the read aloud, I was able to pause the video
and see which students showed me a representation of the appropriate
numbers with their fingers. During my small group, I asked each student
individually how many to assess their cardinality. My assessment tool
was helpful because it was simple and easy to follow. A checklist with the
list of the students names was a good way to keep track of what the
students know and do not know. The only thing I would change is to add
another column where I can document the number that the student can
count up to so that I know where the students are in their number sense
and build upon it.
4. What understandings did the children exhibit? List at least five specific things the
students did and said that are evidence of understandings. If they did not show
evidence of understanding, what would you have asked to get more information?
a. The understandings that the student exhibited was that they were able to
say how many buttons are left after taking one away. For example when I
said, Pete had four buttons and one fell off, how many buttons did he
have left? There were at least five students who answered right away.
b. There were also a couple students who were able to show me the
numbers 2 and 3 with their fingers, but did not say the numbers during the
read aloud.
c. During the small group, one student answered, There are zero buttons on
the paper. I asked him, How do you know that there are zero buttons on
the paper? He answered, They are all gone. He understood that there
were no more buttons to count.
d. There was only one student who understood that the amount of buttons on
Petes shirt was getting smaller because when I asked at the end of the
lesson, Is the number of buttons on Petes shirt getting bigger or
smaller? She said answered, Smaller!
e. Although I was not assessing the students on sorting and classifying
different shapes and colors, there were a few students who could identify
the different colors and shapes of the buttons. One student was able to
sort the four white stars in one set and the four red triangles in another
set.
5. What misunderstandings did the children exhibit? List at least five specific things
that students did and said that are evidence of misunderstandings? If they did not
show evidence of misunderstandings, what could you ask to get more
information?
a. The misunderstandings the children exhibited were during the small
group. A couple students did not understand the question, How many
buttons did we take away from the piece of paper? Some answered the
number of buttons they had on their piece of paper. What I would have
done differently is to put the buttons that we were taking away in a
separate container so that they knew that those were the buttons that fell
off Petes shirt.

b. Another misunderstanding was when I asked a student, How many

buttons are in front of you? She answered, One heart, two hearts, one
square, two squares. The shapes of the buttons distracted her. I would
give each student the same color and shape of the buttons so that they
would not get distracted. I decided to do that the second day of my lesson
and I saw that it worked better because the students only saw one shape
and one color so that they knew they had to count all of the same shapes
and colors.
c. There were a couple students who do not have cardinality. I asked them
how many; they would count their fingers again. They could show 4
fingers when asked about Petes buttons, but not able to answer how
many. Next time, I would say, what was the last number you said after
you counted this finger (pointing to the appropriate finger)? so that the
student understands that when they count, there will always be a number
that they say last and that would answer the question, how many.
d. There were a couple students who were not able to represent the
appropriate numbers with their fingers. Some students raised 2 fingers
when they were supposed to raise one. One student raised 2 fingers
when he was supposed to raise one, but he said one as he raised two
fingers. I could have asked him to count his fingers aloud and then ask
him why he said 1, but held out 2 fingers.
e. I tried to use the book as visual aid during my small group activity. I
realized that some students did not know what the numbers 4,3,2,1, or 0
looked like in actual writing. Before showing the students the picture of
the number in the book, I would count the buttons on the sheet of paper in
front of them. I then asked the student, so what number is this? A few of
them gave me blank stares because they did not know what the number
was even after we counted the buttons on the sheet of paper. I realized
that my questions were not very specific. I should have said something
like, this number is the same number as the buttons you just counted.
6. What would you do the same and differently if you could teach this lesson again?
Include specific ideas that are related to the Process Standards (pp. 3-5), the
Common Core Standards for Mathematical Practice (pp. 5-7), Selecting
Worthwhile Tasks (pp. 36-42), Orchestrating Classroom Discourse (pp. 42-46)
and/or Planning for All Learners (pp. 64-70).
If I were to teach this lesson again, I would use the same book because
the students enjoyed the read aloud and the song that came along with
the book. It was also a good way for me to practice reading aloud. By
using a book in this lesson, I was able to integrate it with literacy so the
students were introduced to new vocabulary. Also, the book was
appropriate for the students age and abilities. The numbers used in the
book was fitting for the students because the students are familiar with the
numbers 4,3,2,1, and 0. They only needed one hand to represent all
numbers. I like how I started off in a large group and them branched out
into a small group activity because the students are not able to sit in a

large group setting for more than 15 minutes. Through the small group, I
was able to talk to each student individually and they were able to
communicate their mathematical thinking. I tried to incorporate
mathematical terms such as take way, one less, amount, or quantity.
I was satisfied with how my small group activity went. I started off with two
students because I wanted to focus on each student so that I could see
how assess how much they knew. I would do the same activity, which is
counting buttons and placing them on a strip of paper. The small group
activity required high-level cognitive demand because there was a certain
procedure that the students had to follow. They had to start off with four
buttons and then work backwards until they reached 0. Also because this
was probably the first time they were required to do a math activity during
center time, there were a few who had a difficult time focusing. I would
probably change the type of manipulatives I chose to use. The
manipulatives were distracting. So next time, I will provide the students
the same color and shape of buttons because when they chose the
buttons, there were multiple colors and shapes so they were confused
when I asked, what is this? They gave me an attribute of the button
instead of a number.
I felt that my questioning was very straightforward. I first asked if they
remembered what was happening in the book, this was my way of
assessing if the students recalled the main idea of the story. Then from
there, I asked about the amount of buttons or the quantity of buttons.
Following that, I asked how many buttons came off and how many were
left. I used the funneling pattern when I was asking question because I
wanted the students to understand that at the end of the story, Pete the
cat had no more buttons or 0 buttons on his shirt.
I have one student who does not like to talk when asked a question. He is
still in the process of being tested for SPED, so if I were to teach this
lesson again, I would design it so that he would be more interested and
engaged. He was engaged during the read aloud, but as soon as it was
his turn for small group, he just did not want to participate. I would have
him count or use a different manipulative, like the number of wheels on a
train because he loves to play with trains. This would be one way I could
modify the lesson so that he becomes interested.
7. If you were to teach a follow-up lesson, what would be the focus of the next
lesson? What would the specific problem/task be? (Written as it would be
presented to students)
If I were to teach a follow-up lesson, I would focus on counting up and
counting backwards so they understand the correct order of numbers or
the meaning of before and after. I would also focus on familiarizing the
numbers with the written number. The problem or task would be matching

the number with the appropriate manipulatives, but before I can do that
the students need to know how to verbally count to 5. I do not want to
raise the number because some students are still developing their number
sense. But for the students who are advanced counters, I would
differentiate it so that they can verbally count and represent numbers
higher than 5.