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Grade: Kindergarten
Subject: Mathematics
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Anticipatory Set:
To begin, have each student pick a button. Have several attributes that might describe a button (white, two holes, large) and write them on different file cards. Pull one of the cards at random, read the attribute, and ask the students who have buttons with that attribute to stand.
Then call out, one at a time, the other attributes listed on the file cards, having students remain standing as other attributes are called. Call out attributes until everyone is standing.
To activate prior knowledge, give each student some buttons. Display a numeral less than 10 and ask the students to make a set with that many buttons. Count out the buttons. Repeat with another number and count out the buttons.
Tell the students they will be creating their own sets of buttons later on in the lesson.
Developmental Activities:
Review the terms equal to, one more, and one less.
Use button posters using the number four and show groups of buttons that are one less (3), one more (5) and equal to (4).
Tell the students they are now going to make some sets that are equal to, one more, and one less using buttons.
Each group will get some buttons, a die, three shirt work boards, and three file cards labeled "=," "one more," and "one less." The student with the equal sign will roll the die, name the number showing, and make a set of that many buttons.
The student with the one more card will make a group of buttons one more than the original group and the student with the one less card will make a group of buttons that has one less than the original number of buttons.
Students should take turns with the cards.
Students should also draw the sets in their journals, labeling how many buttons are in the sets.
Tell the students that they will work in groups of three. Students will be placed in groups by drawing a card with a sticker on it. They will then find the other two people who also have that sticker and form a group. Students should follow group rules, such as, ask others for help, help others if they ask you, share the work, and work quietly. One person from the group should gather materials.
Students will have fifteen to twenty minutes to complete the activity.
Teacher will circulate around the room, as the activity is going on making sure students are on task and if any help is needed.
Closure:
After students have repeated the activity several times, students should put away their materials and gather on the meeting carpet. Have some groups show their drawings and explain their sets.
To end the lesson, students will play Button Bingo.
Pass out Bingo cards that have attributes of the buttons listed across the top and some buttons.
To start, the teacher will be the caller. When the students are ready, call out an attribute and ask the students to find one button from their set of buttons that matches the attribute in at least one way. Have them place that button in an appropriate column on their button grid. The first student to fill a column wins the round. Play five to seven minutes.
See if students can name the number that comes before or after a specific number. For example, what number comes before 4 and after 9 without using buttons?Assessment:
Observe if students could identify buttons based on a given attribute.
Observe how well students were able to create a set that corresponds to a given number less than 10.
Observe how well students counted the elements in a set with up to ten members.
Observe how well students created sets of one more, one less, and equal to a given number up to 10.
Evaluate the student's journals after they do the activity. Make sure sets are drawn and labeled correctly.Special Needs Adaptations:
Sight-Impaired Student
Use larger buttons or large buttons cut out of paper.
For the Button BINGO, have a partner help the student if they have a button that matches an attribute.
Have the student trace their sets of buttons instead of drawing them in their journals.
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