11/16 Math Lesson Plan: Button Trains

Ms. Henry and Ms. Wynn

*This activity was created by Grace M. Burton and made available for others use on the
National Council of Teachers of Mathematics Illuminations website:
https://illuminations.nctm.org/Lesson.aspx?id=276 . Ali and Darla adapted where they saw fit.

PA Standard Addressed:
Standard - CC.2.1.K.A.1: Know number names and write and recite the count sequence.
Standard - CC.2.1.K.A.2: Apply one-to-one correspondence to count the number of
objects.
CCSS.Math.Content.K.G.A.1: Describe objects in the environment using names of
shapes, and describe the relative positions of these objects using terms such as above,
below, beside, in front of, behind, and next to.

Objectives:
Students will...
Identify positions using the terms before, after, and between.
Name positions using ordinal numbers.
Create a set that corresponds to a given number less than 10.
Count the elements in a set of less than 10 members.

Materials:
Numbered index cards
Buttons
Crayons
10 strip activity sheet (see end of lesson plan)
Teachers will write the corresponding ordinal number under each box
Students individual white boards

Classroom arrangement and management issues:

 Lesson will take place in a classroom that is no longer in use
We have chosen this room because it is an available classroom setting that will be
more comfortable and fitting for a lesson than alternative options.
For most tasks for which we have pulled out a student or small groups, we have
had to use the hallways or the faculty lunch room, which are open for distractions
and do not necessarily validate a learning experience. We want our students to
feel their learning is serious and deserves appropriate space.
Naturally, students may be excited or confused as to why they are going into a
separate space; we will address this by briefly making space to validate their
excitement and/or explaining to them why we are here (discussed a few points
below).
During launch activity, students will use the circles on the carpet as indicators for where
to stand.
After the launch activity, for the majority of the lesson students will be arranged in a
circle on the carpet, where they will have their individual white boards to act as their hard
surface on which they can place their ten strip activity sheet and buttons.
We have noticed that small group work on the carpet sets up a comfortable,
encouraging sense of community with our students.
This will allow for up-close modeling and instruction of activity.
We foresee that this will support our management efforts and access to supporting
our students as needed.
Teacher will go over small group expectations and purpose for students being in the
space
Want to learn from students
Want to support their learning
Follow five Bs, so as to correlate with school wide expectations
Be Respectful
Emphasize: to each other--respecting each others ideas, thinking,
differences
Be Responsible
Be Positive
 Be an Active Learner
Be All You Can Be
Mistakes (or getting it wrong) are perfectly okay; we learn from them!
Behavior will be addressed through redirecting/re-focusing students attention; giving
positive reinforcement; reminding students of small group expectations
Plan:
1. Before (launch, 7 minutes):
a. Hook: Movement Activity
i. Have students get in line, each student standing on a circle, consecutively
one next to another.
ii. Distribute each index card containing an ordinal number to each student in
line highlighting the correspondence. (i.e. Darla is first in line, so she gets
the card with a number one)
iii. Intro to short, initial activity today we are going to play a game and
instead of using your names, I am going to call on you based on your
position in line. If I say I want the first person in line to do something,
who do you think Im referring to? (establish norms that everyone else
stands still if their position was not called)
iv. Can the first person step out of line? Great, now step back. Can the
second person step out of line? Wonderful, you can step back. [Keep
going through to the fifth]
1. If a student doesnt know which ordinal number they are, teacher
will (number tak style) ask other students, following up with a
how did you know? so students can hear their peers explain it.
2. If no student is sure, teacher will provide the student with their
ordinal number, counting off to show them why.
3. Provide each student with a numbered note card that corresponds
with their position in line. As you distribute them explicitly state,
you are the first, second, third, etc.
v. Initial activity continued with additional questions like
 1. can the first person do one jumping jack...can the fourth person
jump up three times, etc., going through a few times so the
students can use some energy.
2. Close with confirming review, having students state what position
they are in. (first, second, third, etc.)
3. Transitional set up into main activity: Now we are going to do
something similar with buttons! Transition into seating
arrangement and explanation of the activity

2. During (work and explore, 15 mins)

a. Pass out 10 buttons and a 10 Strip Activity Sheet to each student.
b. GROUP - Count as a group the boxes in the 10 Strip Activity Sheet and make
clear the corresponding ordinal number. Teacher will have students repeat after
her while pointing out each ordinal number and its corresponding box.
c. GROUP (counting/one-to-one correspondence) - Tell students you are going to
make a number train altogether. Teacher will put their copy of handout in center
of circle and demonstrate activity. Begin by displaying a numeral less than 5 and
ask students to help you put that many buttons on your trian. Encourage students
to count aloud as buttons are being placed. Repeat 2x or as needed.
d. Instruct students to separate, assigning them a circle on the rug to sit on (giving
them their own space).
e. INDIVIDUAL TASK - Okay, now I have two instructions for you. Number one,
I want you to make a number train that has 5 buttons. Number two, I want the 3rd
button to be red ask for clarification on instructions; have each student repeat
both instructions.

3. After (debrief and wrap up, 8 mins)

a. Whole group sharing and corrections - Instruct students to carefully circle back
up; teacher models how to reposition boards as to not mess up trains.
i. Train sharing and corrections: Give each student the chance to share out
their own individual button trains. So Darla, can you please tell us where
 you the red button is supposed to go? Great, now can you show us where
you put yours? ask students if they agree that Darla put hers in the
position (silent thumbs)
ii. Check for understanding with other students in circle, by asking Ali,
where did Darla put the yellow button? What button is next to the red
button? Allow for student sharing their work to correct their button trian
if needed .
iii. Comparing two different trains - Place two of the students trains in
center. Teacher continues to ask more positional and ordinal statements
about two train and supports students in using the positional and ordinal
terms to compare the twothis one has a red button in the second spot
and this one has a yellow button in the second spot. Allow students to
come up with their own comparison of the two trains.
iv. Teacher concludes by praising students, sharing how impressed she is, and
restating to them what ordinal phrases we learned today.

Possible Students Responses and Our Possible Responses:

Student: But I dont know or I cant do it.
Teachers response: validates, we are still learning something new and I know you can
give it a try! and/or simply, thats why we are learning! Im so excited to learn with
you.
Student: if a child does not know their position in line; does not respond to being the 4th
in line (for example)
Teacher: hmm Darla, which position are you in line? Lets all count together to try and
figure out who is in the 4th spot!

Assessment of the goals/objectives:

1e - Short assessment through movement: Teacher requests the [first, second...fifth
student] makes a simple movement. At end of activity students restare what ordinal space
they occupy.
 2d - Asking students to fill however many spaces their classmate (whose turn it is to think
of a number under 10) chooses.
2e - Positional phrases questions. Ex. What button is before the red one on Alis train?
2f - Students describing their now button-full strips using ordinal language.
3i - Teachers debriefing questions.
See last page for recording sheet.

Accommodations:
Provide students with support throughout activity with probing questions and reminding
them of the words. We figure it would be appropriate at the kinder level to provide this
direct support
Button train handout will have ordinal language corresponding to each box (i.e. 1st, 2nd,
3rd, etc.) in order to better support visual learners.
Key: a check mark placed in any box represents students ability to do the following. Brief notes
will be made if a student is unable to complete a portion of a task.

Counting Ordinal Language Positional Language

Before Able to count 1-5 Able to complete Able to complete

movement task that movement task that
corresponded with corresponded with
their spot in line (i.e. their spot in line (i.e.
first, second, third, in front of, behind,
etc.). etc.).

Able to state which

place in line they
occupied.

During Able to count 1-10. Able to respond Able to respond

correctly to ordinal
Able to place amount questioning,
of buttons that indicating which
corresponds with the button is first, second,
displayed/dictated third, etc.
number.
Able to describe
button train by
incorporating use of
ordinal language.
correctly to positional
questioning,
indicating which
button is before, in
between, after, etc.
Able to describe
button train by
incorporating use of
positional language.

After Able to answer Able to answer review Able to answer

review questions questions regarding review questions
regarding counting. ordinal language. regarding positional
language.

Student:_____________
 Counting Ordinal Language Positional Language

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During

After

Student:_____________

Counting Ordinal Language Positional Language

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Student:_____________

Counting Ordinal Language Positional Language

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After

Student:_____________

Counting Ordinal Language Positional Language

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After

Student:_____________

Counting Ordinal Language Positional Language

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During
After