Infusion Lesson Plan

Teacher: Abbey Rich

Grade: K
Date and Time: 2/17/16
School: Goodwin Elementary
Name of Lesson: Pete the Cat and His Groovy Buttons
Fine Arts Area: Studio Art
Infused Core Area: ELA
Standards

(each area)

ELA

13.1 Engage in whole and

small group reading with
purpose and
understanding.

Math
K.ATO.1 Model situations
that involve addition and
subtraction within 10 using
objects, fingers, mental
images, drawings, acting
out situations, verbal
explanations, expressions,
and equations.

Objectives (the students will)

- Sing song along with
teach about buttons
- Solve subtraction
problems throughout
the story

Show addition and

subtraction with
fingers, acting out,
talking, drawing, or
writing
Use appropriate math
language to describe
their answers

Assessments (Formal/Informal
- Teacher is listening
for active reading
from students as well
as checking for
understanding
throughout the story

Art Infusion
VAK-3.1 Identify and
describe content used by
artists.
VAK-3.2 Select and use

Use the information

they read in the book
to solve their own
subtraction problems
using buttons

At the beginning of
the lesson, the
teacher will use a
piece of chart paper
and markers to
collect information
from the students
about what they
know about
subtracting.
During the Guided
Practice phase, the
students will be
asked to turn and
talk to a partner
about how they
solved a problem.
This is an opportunity
for the teacher to
listen in on groups
and assess student
understanding,
specifically listening
for accuracy and
appropriate math
vocabulary.
The students should
be able to model a
number story using
both pictorial
representations and

appropriate subject matter,

symbols, and ideas to
communicate his or her
ideas through works of
visual art.

Be able to draw the

buttons to show
subtraction

numbers (plugged
into a number
sentence).

Artistic Vocabulary: Model, Picture, draw, pictorials

Core Vocabulary: Difference, remove, subtraction, minus, take away from, equal
Preparation/Materials/Resources
Book: Pete the Cat and His Four Groovy Buttons written by Eric Litwin
buttons or buttons cut from a template and laminated (link found in teaching
phase)
chart paper
glue
small Velcro squares
work mats or clip boards
pencils
crayons/markers
student copies of recording sheet (link found in guided practice)
student copies of activity sheet (link found in independent phase)
copy of index cards with subtraction problems (link found in guided practice)
Anticipatory Set: (Activating prior knowledge/procedures, Preview/Review)
Teacher will activate prior knowledge by having students write down everything
they know about subtraction on chart paper
Introduce the book Pete the Cat and his Groovy Buttons

Mini-Lesson: (Explain/Demonstrate the lesson)

Teacher says: There is a question, it says "How many are left?". The word "left"
tells me that something is being removed. I read that there were four groovy
buttons on Pete's coat, then one of the buttons popped off. I wonder how I could
find out how many buttons are left? I will use these buttons (refers to prepared
buttons) to solve this problem. Using manipulatives or objects is one way to solve a
problem.
Teacher should put four of the buttons on the board to model how to solve the
problem. As you model, think aloud about what you are doing.
Teacher says: I am putting four buttons on the board to show the four buttons that
were on Pete's coat. I will move one button away from the group to show that it is
being removed, or subtracted. Now Pete has fewer buttons than before. I can count
them to find out how many are left. One, two, three...three buttons are left. Four
take away one is three. The difference, or answer, is three!
Teacher says: There is another question on this page. It says "How many are left?".
Remember, the word left tells me that something is being removed. I read that
Pete had three buttons on his coat and another button popped off. I looked at the
picture (points to pg. 19) and realized another must mean one because there is a
picture of one button popping off his coat. I will show this by putting three buttons

on the board; one, two, three. Then I will remove one button because it popped off
his coat. The next step is to see how many are left. I see two buttons left in the
group, so that means three take away one is two. The difference is two.
Teacher says: Using objects is one way to solve a subtraction problem. We can also
use numbers to solve a problem. Let's look at this problem (pointing to first one
about four buttons and also replacing the button that was removed so there are
four again). I used four buttons to model Pete's buttons, I can also show this as the
number 4 (write the number one under the group of four). After the number 4 I
need to write a minus sign. The minus sign tells us we are subtracting the
numbers, or taking away part of the group. Now I can think about the story. One of
Pete's buttons popped off, so I will put the number one after the minus sign (write
one after minus). After the number one I will write the equals sign and then the
answer. Remember when we remove one from the group of four (do this as you
think aloud) we have three left. I can subtract the numbers four and one and I get
three as an answer. Remember the answer to a subtraction problem is called the
difference. Let's try some together!
Procedures:
Teacher says: We are going to do a little practice of what we have just learned, but
first let me show you how we can use pictures in place of objects to model
subtraction problems.
Take six buttons and place them on the board.
I have six buttons on my coat. I have used these objects/buttons to show how
many I started with. If I want to draw a picture instead, I would just pick a
crayon/marker and draw a picture of six buttons.
Draw six buttons on the board and remove the magnetized buttons.
Here are my six buttons, two of my buttons pop off of my coat. To show that two
buttons have been removed I will use the "x" out strategy. This means I will draw
an "x" on top of two of the buttons to show that they have been subtracted. (Draw
an "x" on two of the buttons) Now I will circle the group that is left over. (Circle the
four leftover buttons) There are four buttons left. So, six take away two is four. Now
I can write the problem with numbers. I started with a group of six, so I will write
six (write six beneath picture). Then two buttons popped off, so I need to write the
minus sign to show we are taking away, and then the number two. (write minus
sign and two) The next step is to write the equals sign. (write equal sign) I am
ready to find the answer or difference. Remember the difference can be found in
the group that is circled. They are the ones that are left after we subtract. There
are four buttons left in the group, so I will write four after the equals sign. (write
the number four) Now I can read my number sentence. Six take away two is four.
The difference is four.
Have students return to their seats and pass out the activity page. Try to hand
them out in a way that students sitting next to each other or at the same table do
not have the same problem and therefore cannot simply copy a neighbor's work.
Students who are struggling readers should have the option of the problem being
read to them. The problem may even need to be chunked for the students who
also have difficulties with processing information. Students who finish early should
be encouraged to create their own subtraction story on the back, being sure to
include a picture and number sentence. Once all of the students have completed
their independent practice, it should be collected and used for the summative
assessment.

Clean up/ Close out/ Review

To conclude this activity, the teacher will need the graphic organizer she
completed with the students at the beginning of the lesson and the second of the
two markers.
Begin by reminding students what they told you they knew about subtracting. After
each idea ask them if they still believe it to be true. For example; If a student
suggested that they knew subtracting was "when things are taken away", then that
idea is confirmed and should get a check or happy face drawn next to it on the
graphic organizer. If a student suggested that subtracting was "writing numbers",
then that idea could be modified as "writing numbers to represent groups you want
to take away from or take away from a group". Once all of the initial ideas have
been reviewed the students can add to the graphic organizer new information they
have about subtracting.