TITLE:   
 Button sorting

CONTENT  AREAS (What areas of mathematics does this lesson cover?):   
 Sorting, counting

GRADE  LEVEL:   
 Kindergarten

MATERIALS   NEEDED:   
 Button Box book, buttons, paper, pencil, worksheet

KEY   CONCEPTS:   
 Sorting buttons, counting them. Also aides in enjoyment of Literature and comprehension of Literature.

EALR'S and GLE'S (Make the connections clear and specific)
 1.1.1 Understand the concept of number.

·   Count to at least 31. We will count the buttons

·   Represent a number to at least 10 in different ways (e.g., numerals, spoken words, pictures, physical models). [CU] Will use buttons and write the number

·   Identify the base ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. Will work on several numbers depending on the grouping.

·   Explain how numbers are used and give examples (e.g., to count, to order). [CU] Will use numbers to count buttons, how many buttons on a shirt? How many buttins do you have on?

4.2.2 Understand how to communicate or represent ideas or information using mathematical language or notation.

·   Explain or represent ideas using mathematical language from:

o       Number sense (e.g., numbers 1 to 10) [1.1.1]; Through story

Component 5.1:  Relate concepts and procedures within mathematics.

5.1.1 Understand how to use concepts and procedures from any two of the content components from EALR 1 in a given problem or situation.

·   Organize data collections (e.g., bar graph, sorted groups) and compare data using comparative language. [1.1.2, 1.4.3] Will sort groups of buttons

·   Sort objects based on chosen attribute and create a simple AB pattern using the sorted objects. [1.3.2, 1.5.1] Will sort buttons by size or color, will look a the work as a group

component 5.3:  Relate mathematical concepts and procedures to real-world situations.

5.3.1 Understand how mathematics is used in everyday life.

·   Generate examples of mathematics in everyday life:

o       counting (e.g., the number of people ahead of us in a line); Will use book

o       sorting things (e.g., grouping socks by color in order to match them up); Will match buttons up

o       comparing things (e.g., who has the biggest piece of cake for dessert, or who is tallest/shortest in the family); Comparing the groupings

o       pointing out patterns (e.g., in clothing, fence posts, designs on buildings). Asking why the piles are sorted the way they are.

·   Identify objects based on a description of their geometric attributes (e.g., buildings have sides; some windows are shaped like a rectangle). Buttons are round, square, small, big, they have holes.

·   Describe the location of objects relative to each other (e.g., in, out, over, under, school bus stops next to each other). One button is next to another.

Reading EALRs

1.1.1 Understand and apply concepts of print. When reading the book I will be sure to address these EALRs

• Use directionality when listening to or following text.
• Identify front cover, back cover, and title of books.
• Recognize that print represents spoken language (e.g., environmental print and own name).
• Recognize letters and spaces between words.

  1.1.3 Apply understanding of oral language skills to develop reading skills. Will allow students to make comments about book.

• Participate orally in discussions/interactions (e.g., contribute descriptions, explanations, and details) when listening to stories read aloud and/or during shared reading.

 C omponent 2.1 Demonstrate evidence of reading comprehension.

2.1.1 Understand how to ask questions about text. When reading the book I will be sure to address these EALRs

• Ask and answer questions before, during, and after read aloud and/or shared reading.

2.1.2 Understand how to create mental imagery. When reading the book I will be sure to address these EALRs

• Compose visual images from what is read aloud and/or during shared reading. (e.g., draw a picture to represent something that was read in a story).

2.1.3 Understand that some parts of the text are more important than others. When reading the book I will be sure to address these EALRs

• Identify important parts of informational/expository text and literary/narrative text in a group discussion.

2.1.4 Understand how to use prior knowledge. When reading the book I will be sure to address these EALRs

• Make connections or identify similarities between self and text from a variety of cultures and communities after read alouds and/or shared reading.

Learning Goals: (What do you expect students to learn and be able to do from this lesson.)
 

PROCEDURES:  (Label each step in the process:  Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)

• Introduction/Preassessment (Do some activity to see what your students know.) Activating Prior Knowledge: Reading book will help kids to understand the differences and similarities between buttons. I will ask questions while reading the book and then will ask students to tell me the differences between the buttons I have.

• Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Disequilibrium: I will read the Button Box book and than I will talk about the buttons that I have. I will ask the children to tell me the differences and similarities between the buttons. Elaboration: They will then get a cup of buttons that they will sort into piles any way they wish. Next they will count the buttons in each pile.

• ClosureCrystallization: Ask children to share their work if they want to see the different ways they grouped their buttons. 

Accommodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text.

1.race/ethnicity: I will use buttons from different cultures.

2.language: Text will be read thoroughly, children will be allowed to ask questions regarding the book, pictures will aide second language learners.

3.gender: All children will be able to participate in this project.

4.class: All children will know what a button is.

POST-ASSESSMENT   ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)
    
 Will walk around and see if children are understanding how to group things.

TEACHER REFLECTION (What went well, what would you do differently?)