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