Name: Nicole Howard

Subject: Mathematics
Grade Level: Kindergarten
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)

K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a

written numeral 020 (with 0 representing a count of no objects).

K.CC.4: Understand the relationship between numbers and quantities; connect

counting to cardinality.
a. When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number
name with one and only one object.
b.

Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.

c.

Understand that each successive number name refers to a quantity that is

one larger.

K.MD.3: Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count.

2. OBJECTIVES
Content: Students will learn to categorize and count like objects by sorting a
bag of buttons by color, counting them, and filling in a worksheet.
Key Vocabulary:
a. Sorting
b. Groups
3. ASSESSMENT
Informal or Formative: Students will be monitored through the activity and
assisted as needed.
Formal or Summative: Student worksheets will be reviewed upon completion
for accuracy.
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation:

 Has anyone helped a grown-up do laundry? How do your clothes not

get mixed up with anyone elses?
Try to get students to recognize the idea of separating items to sort
them for where they belong.

Activate Prior Knowledge: Remind students of the Halloween Bags

Counting center. Ask them to explain how that center worked. Explain that this
center is similar, but with a fun challenge.

II. INSTRUCTION AND MODELING (Best Practice Strategies)

1. Show the students the worksheet.

2. Show the students the buttons.
3. As a group, sound out the different colors on the worksheet using the word
stretching strategies they already know.
4. Have the students help me sort the buttons.
5. Have the students help me count one color of buttons.
6. Show them on a worksheet that is held up where we write the correct number.
7. Model the sorting, counting, and writing a second time.

III. GUIDED PRACTICE: I will sit with a group of four students at a time at
this center to assist them in sorting and counting as necessary. For students who are
having trouble writing two digit numbers, we will use the Days of School Pocket Chart
to assist them. Students will be expected to sort, count, and fill in the worksheet to the
best of their ability.

IV. CLOSURE (Student summary of learning): Students will be asked what

they learned at the end of the activity before they move to a different center.

V. INDEPENDENT PRACTICE (Summative assessment): Student worksheets

will be collected for review at the end of centers.
5. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.

English Learners/Students with difficulty with phonics: We can sound out the
words for the colors together before they start the activity, and use a crayon of the
same color to mark the appropriate block on the worksheet so they can focus on
sorting and counting.

IEPs: I will be at the table to assist students as needed. Other students may also
assist their classmates.

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GATE: More advanced students can be asked about other ways they can sort the
buttons once they are completed with the activity.
6. INSTRUCTIONAL RESOURCES AND MATERIALS:
Buttons of five different colors separated into four bags
Days of School Pocket Chart
Worksheet
Crayons (as needed)

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BUTTON SORTING

BLUE

GREEN

ORANGE

PINK

WHITE

Button Sorting and Counting Center

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1. Group your buttons by color.

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2. Count the number of buttons in each group.
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3. Write the number in the space on the worksheet.