Math Lesson

Lesson Overview: I will explain the concept of describing and sorting buttons using appropriate
mathematics vocabulary (e.g. size, shape, color, texture). I will work with the students to model how to
describe and sort the buttons into a variety of different categories before allowing the students to
practice this skill both with a partner and independently.

Content Standards:
CCSS.MATH.CONTENT.1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.

CCSS.MATH.CONTENT.1.G.A.1. Distinguish between defining attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes
to possess defining attributes.

Learner Background: First grade students have prior knowledge about what an attribute is and what it
means to sort by an attribute.

Student Learning Objective(s): First grade students will be able to describe attributes of buttons using
appropriate math vocabulary (size, shape, and color), and use the same attributes to categorize the
buttons.

Assessment: I will do anecdotal notes on a recording sheet while walking around and observing student
work. Any students who I am unable to observe during the lesson, I will analyze their work based on
their worksheet submissions at a later time.

Materials/Resources:
Buttons
Smartboard slides
Pencils/erasers
T-chart sorting placement (as needed for differentiation)

Lesson Development:

(Initiation) I will ask the students to gather on the carpet in their smart spots (pre-assigned seating
arrangement designed so that all students have a clear view of the smartboard). I will ask the students
what they remember learning about during yesterdays math lesson and I will select 2-3 students to
respond. I will positively praise the students Yes, you are correct! During yesterdays math lesson we
described all of the different attributes of shapes. Today we are going to use those same ideas, but
instead of describing and sorting shapes we are going to describe and sort buttons. I will display
smartboard slide 8 (the job of the lesson and the why aka the objective) and read the slide aloud to
the students, Job: Today we will learn how to describe and sort buttons. Why: Learning how to describe
and sort buttons helps us learn how to organize and represent information.

(Modeling) Display smartboard slide 9 (Words to Describe Buttons)

I will hold up a randomly selected button and talk aloud to the class about all the words that come to
mind when describing that shape. For example, Button = round, blue, small. I will write the descriptive
words I come up with on the slide as I am sharing aloud. (I will repeat this process until I have modeled
how to describe 3 different buttons). After writing all the descriptive words, I will take my 3 buttons and
add additional buttons to make one large pile. I will model for the students how I may sort these buttons
using the T-chart sorting template.

(Guided Practice) Display smartboard slide 9 (Words to Describe Buttons)

I will select buttons at random from my button pile and hand one to every other student sitting around
the circle (6 shapes total 13 students total). I will pair students up (each pair needs 1 button) and ask
them to turn and talk about how they can describe their button (I will know the students are done
discussing with a partner when both students have their hands interlocked and their arms are up in the
air this is a pre-taught completion signal). While students are turning and talking, I will walk around
and check in with a few pairs to see what they are discussing. After the turn and talk segment I will call
on 3 student pairs to share what they discussed. I will provide feedback on what the students share
(either positive reinforcement or re-directing if their response is inaccurate or off topic). I will also write
the descriptive words the students share on the smartboard slide.
Display smartboard slide 9 (Words to Describe Buttons)

I will explain to the students that many of them described the same attributes or characteristics for the
buttons: Even though we all had different buttons, a lot of our descriptive words work for multiple
buttons. I will select one attribute to focus on (e.g. color) and circle all the descriptive words on the
smartboard that relate to color.

Display smartboard slide 10 (Button Sorting Chart)

I will tell the students that on this slide we are going to practice sorting all of the buttons by the color
attribute that we just talked about. I will select a student at random to come up and try to sort the
buttons by color. I will also remind the students that sometimes not all of our buttons fit the same
categories and thats ok if some buttons get left out.

Display smartboard slide 9 (Words to Describe Buttons)

I will select a different attribute (e.g. shape) and circle all the descriptive words on the smartboard that
relate to shape (use a different color than the first attribute that was circled).

Display smartboard slide 11 (Button Sorting Chart)

I will tell the students that on this slide we are going to practice sorting all of the buttons by the shape
attribute that we just talked about. I will select a student at random to come up and try to sort the
buttons by shape. I will also remind the students that sometimes not all of our buttons fit the same
categories and thats ok if some buttons get left out. (I will repeat this process using one additional
attribute (e.g. size) if you feel the students require additional practice. If not, proceed with the lesson.)

Display smartboard slide (Button Sorting Chart)

I will explain to the students that now they are going to get a chance to sort some buttons with a
partner. I will tell the students that they may pick any ONE attribute or characteristic to sort their
buttons by (e.g. color, shape, size, texture). I will remind the students that they need to work together to
agree on what attribute they pick. Each pair must write their attribute on the top of their T-chart sorting
placemat and sort the buttons directly on the placemat. I will assign students a partner (does not have
to be the same partner they worked with earlier in the lesson) and give each pair a bag of buttons and a
T-chart sorting placemat. I will remember to pair specific students together and to pre-assign an
attribute (see differentiation chart). I will tell students to raise a quiet hand when they are done sorting
and I will come over to check it before they may remove their buttons and begin to clean up. After
students have cleaned up their buttons they may bring their materials to the carpet and sit in their circle
spots next to their partner (I will use my anecdotal notes as I walk around to observe what the students
are doing).

Display smartboard slide 9 (Words to Describe Buttons)

I will ask each pair to share what attribute they selected and explain a little bit about how they sorted
their buttons (What was easy? What was challenging? What did you notice?). Once each pair has shared
I will collect all of the buttons and T-chart sorting placemats.

(Independent Practice) I will explain the directions to the students: Now that we just practiced all the
different ways we can describe and sort buttons, I want to see how well you do describing a button on
your own. I am going to give each of you a button and this worksheet. I want you to draw a picture of
the button in the box up top. Then in the bottom box I want you to write as many words as you can that
describe your button. I will tell the students that I will leave smartboard slide 9 on the board to help
them think of descriptive words as they are working. I will hand out the worksheets to the students to
begin working independently at their seats but I will select students who are sitting appropriately on the
carpet to begin working first. As the students are working I will be walking around to check on student
progress and see if the students have any questions. After a few minutes I will provide a verbal reminder
to the students that they have a few minutes remaining to complete the worksheet. The students job is
to draw a shape and then describe it using as many descriptive words as possible.

(Closure) As students begin to finish working, they will transition to the carpet in their circle spots with
their worksheet and button (I will begin closure when all students are seated quietly on the carpet). I will
go around the circle and ask each student to hold up their button and share one word that describes
their button. After each student has shared, ask the students the closure question on smartboard slide
13 How can we sort our buttons? Give one example. I will ask each student to take a minute and think
of a response to the closure question, then go around the circle and allow each student to share one
sorting strategy they thought of. I will praise the students for remaining on task during the lesson and
explain to them that tomorrow we will be doing the same thing only instead of using shapes we are
going to use buttons. Then I will collect all worksheets and buttons to look over to help inform my
instruction for tomorrow.
Differentiated Instruction:
Student(s) Students Instructional Need(s)
This student struggles to process
information and apply it to
independent work. They often require
Jack
additional guidance or one-on-one
assistance.
This student has difficulty completing
independent work and often becomes
overwhelmed or frustrated. They
Jason
require additional guidance and
praise throughout the lesson.
This student is above grade level
across all disciplines. They enjoy being
challenged and excel when doing
Brayden
independent work. They have strong
leadership qualities that allow them
to be a strong partner for lower
functioning peers.
Strategy for Differentiating Instruction
They will receive a modified T-chart sorting
placement. Their chart will have a predetermined
attribute written on top so that the student knows
exactly how they must sort the buttons. Allowing
the student to select an attribute may be too
overwhelming and confusing for them. They will
also be paired with a peer who can help them
understand what sorting buttons means.
They will receive a modified T-chart sorting
placemat. Their chart will have a predetermined
attribute written on top so that the student knows
exactly how they must sort the buttons. They will
also be paired with a peer who can help to
understand what sorting buttons means, and help
encourage them to do their best and stay on task.
They will be paired with a peer who needs extra
assistance on understanding and completing the
assignment. This leadership role will help them to
explain their thinking and understanding aloud, and
therefore reinforce their thinking. They will be
expected to provide multiple different attributes
and to demonstrate these sorting techniques
through the use of manipulatives. No
predetermined attribute will be provided for them.