Module 3.

5 Math Lesson Plan

Student Name: Trailblazers

Activity: Probability Predictions

Age Group: 4 - 6

Date of Activity: TBA

Wisconsin Model Early Learning Standards Addressed (write out standard in its entirety,
including developmental domain, standard and applicable substandard):
Cognition & General Knowledge
Mathematical Thinking
Performance Standard: B.EL.6 Collects, Describes, and records information using all senses
Developmental Continuum: records information through a variety of means, including
discussion, drawings, maps, graphs and charts
How will you check to see if the standard(s) is/are met? (What will you look for, observe or ask about
children to know they learned what you wanted them to learn?) Ask questions such as: How many green
buttons are there? How many orange ones? Which color has more/less?
Source: Idea came from video shown in class on probability
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies,
books, etc. Include the name and author of books; attach words/actions to songs and finger-plays; identify
any specific set up that may be required):
Book: Pete the Cat and His Four Groovy Buttons By: Eric Litwin or flannel story with green and orange
buttons
Buttons: 75 80% Green and 25 - 20% Orange
Small drawstring bag to hide buttons
Graph Pages and green and orange crayons, markers or colored pencils
Introduction (Include a visual or other creative attention getting technique; relate the introduction to the
activity): Sing the Button song that Pete sings in the story there is no specific tune however change
the numbers to colors repeat lyrics until you have the attention of the group
Petes Button Song
My buttons my buttons my green groovy buttons
My buttons my buttons my orange groovy buttons
Procedure (order of the activity):
Read the Story Pete the Cat and His Four Groovy Buttons By: Eric Litwin allow the children to read
along if they like. Sing the button song rather than read the words when telling the story
After the story ask the children how they guessed what colors would pop off next?
Why did they think that?
After the story introduce the bag.
Dump the buttons out in the middle of the group
Count them separately by color as well as a group
Which color has more/less
Put them back in the bag
Give the children the orange and green graph paper and matching crayons have them draw a line after the
number of boxes that represent each color
Ask them which color they think will be pulled out first
Pull out a button and have them color in the correct box on the graph
Predict which color will be next.
Repeat this until the buttons are gone

Use the graph to help them predict. The end mark can help them know where they are on the totality
scale.
Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons
learned, and to transition the children to the next activity; relate the closure to the activity just
completed?) Talk about the activity. How many green buttons were there? How many orange? Which had
more or less? How did we guess the next color to be picked? Why? Were we always right?
Modifications made for individuals:
Younger children may need more help with graphing. Rather than have them problem solve or look for
the remaining number of squares on the pattern, ask them to count the empty squares. That tells the how
many of that color are left in the bag (ie: 3 green and 0 orange) If there are 3 green buttons and no (0)
orange buttons left in the bag, will I pull out an orange one? Why/why not? Guide them to a connection
on which to build going forward.
WCTC Instructor Comments and Evaluation/Grading:
Points will be awarded for each criteria; Total of 20 possible points

Pete the Cat and His Four Groovy Buttons Flannel Story
Be sure to give credit to Eric Litwin for the story
Pet the cat put on his favorite shirt with 4 big colorful buttons.
He loved his buttons so much he sang this song.
My buttons my buttons my green groovy buttons - My buttons my buttons my orange groovy buttons
(1) POP Oh no!
One of his buttons popped off and rolled away!
What color rolled away? What colors are left?
What color do you think might pop off next?
Did Pete cry? Goodness no! Buttons come and buttons go.
Pete kept singing his song
My buttons my buttons my green groovy buttons - My buttons my buttons my orange groovy buttons
(2) POP Oh no!
One of his buttons popped off and rolled away!
What color rolled away? What colors are left?
What color do you think might pop off next?
Did Pete cry? Goodness no! Buttons come and buttons go.
Pete kept singing his song
My buttons my buttons my green groovy buttons - My buttons my buttons my orange groovy buttons
(3) POP Oh no!
One of his buttons popped off and rolled away!
What color rolled away? What colors are left?
What color do you think might pop off next?
Did Pete cry? Goodness no! Buttons come and buttons go.
Pete kept singing his song
My buttons my buttons my green groovy buttons - My buttons my buttons my orange groovy buttons
(4) POP Oh no!
One of his buttons popped off and rolled away!
What color rolled away? What colors are left?
Did Pete cry? Goodness no! Buttons come and buttons go.
But now Pete had no green or orange buttons left.
Pete looked down at his shirt and saw his belly
And what do you think he saw?
His BELLY BUTTON!
Pete kept singing his song
My button my button my cool belly button
My button my button my cool belly button

Alter the colors of the buttons according to the colors you take off as you tell the story