Illuminations: Begin With Buttons

Begin With Buttons

How Many Buttons?

 In this lesson, students review classification, make sets of a given number, explore relationships between numbers, and find numbers that are one more and one less than a given number. They apply their knowledge of classification as they play a game similar to bingo.

Learning Objectives

 Students will: identify objects that have a given attributes create a set that corresponds to a given number less than 10 count the elements in a set of up to 10 members write the number of elements in a set with up to 10 members create sets of one more and one less than a given number to 10

Materials

 Buttons Crayons Number cubes Index cards Button Bingo Grid Activity Sheet

Questions for Students

 How many of your buttons are blue? How many are big? How many have four holes? What number words did we use that help us describe how many we have of something? What words did we use that help us tell about the order of objects? Make a set with nine buttons or less. How many buttons would be in a set with one more? With one less? (Repeat with other numbers.) Here is a set of buttons. Write how many are in the set. Then write how many will be in a set with one more. Then with one less. What number comes after 6? After 9? Write those numbers. What number comes before 4? Before 7? Write those numbers. What number comes before 1? After 1? Write those numbers. How many buttons will there be in a set of one less than six buttons?

Assessment Options

 At this stage of the unit, it is important for students to know how to: identify objects based on given attributes create a set that corresponds to a given number less than 10 count the elements in a set up to 10 members write the number of elements in a set with up to 10 members create sets of one more and one less than a given number to 10 Students who have not met these objectives should receive additional instruction before proceeding with Lesson 4–8, because understanding of addition and subtraction is dependent upon mastery of rational counting.

Teacher Reflection

 Were all students able to identify buttons when given a specific attribute? Which cardinal (counting) number words were students familiar with when the lesson began? Were all students able to recognize the numerals to 10? If not, which numerals caused them trouble? Were they able to make sets that corresponded to each numeral? Could they write all the numerals to 10? If not, which were they not able to write? Were all the students able to make sets of one more and one less for each numeral to 10? Which students met all the objectives of this lesson? What extension activities would be appropriate for those students? Which students did not meet the objectives of this lesson? What instructional experiences do they need next? Would I make any adjustments the next time that I teach this lesson?

NCTM Standards and Expectations

 Number & Operations Pre-K-2Count with understanding and recognize "how many" in sets of objects. Use multiple models to develop initial understandings of place value and the base-ten number system. Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators. Develop and use strategies for whole-number computations, with a focus on addition and subtraction.

References

 Lobel, Arnold. “The Lost Button.” In Frog and Toad Are Friends. New York: HarperCollins, 1970. (pp. 28 - 39.)
 This lesson prepared by Grace M. Burton.

1 period

NCTM Resources

Principles and Standards for School Mathematics

 More and Better Mathematics for All Students
 © 2000 National Council of Teachers of Mathematics Use of this Web site constitutes acceptance of the Terms of Use The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. The views expressed or implied, unless otherwise noted, should not be interpreted as official positions of the Council.