the students to count the number of buttons they are wearing, and write
that number on a small sticky note. Then draw on the board the outline
of a bar graph, with the vertical axis labeled in numbers up to twelve,
and the horizontal axis labeled “Number of Buttons.” Label the graph
“Number of Buttons We Wore Today.” Call on students to place their
sticky notes in the column that shows the number of buttons they are
wearing. [As they place the notes, be sure the first note in each
column lies on the horizontal axis and that the bottom of each
succeeding note touches the top of the last note in that column.]
When the students are ready, encourage them to pose questions
that can be answered from the graph, such as how many of us had on five
buttons? How many more students had on six buttons than had on three
buttons today? How many fewer of us had on four buttons than had on two
buttons today? Ask the students to make a copy of the graph. [It will
be used in Lesson 8, Looking Back and Moving Forward.]
Next display two copies of the Shirt Template
and put six buttons on one shirt and four buttons on the other shirt.
Ask the students how the number of buttons on the shirts could be
compared. Repeat with other addend pairs. Then model a subtraction
problem in which two sets are compared. For example, if Joan’s shirt
has five buttons and Sue’s shirt has three buttons, how many more
buttons does Joan’s shirt have? How many fewer buttons are on Sue’s
Display a large piece of chart paper where all the students can see
it. Point out the columns you have labeled “Buttons on the Smiley Face
Shirt,” “Buttons on the Starburst Shirt,” and “Difference.” Call on a
volunteer to enter the sum, one addend, and the difference on the chart.
Next give each pair of students the template with two shirts,
buttons, and a piece of paper for a work mat. Now have the students
pose and answer comparison questions.
Begin by helping students model a comparison in which a set of three
and a set of four are compared. [If students have difficulty comparing,
have them add buttons to the shirt with less buttons until the shirts
have the same number of buttons. Then suggest that the students circle
the added buttons and count them.]
Next, encourage the students to make up other comparison situations
using any numbers they wish. Call on students to share their problems.
Finally, ask what would be recorded if both shirts had seven buttons
[7, 7, 0]. Prompt the students to add other such entries.
You may wish to suggest that the students record in pictures and in
equation form one of the comparing problems for their portfolios.