Observation Notes

Name of Activity: Groovy Buttons

Childs Age and Initial: 3 year 2 months, M
Location and beginning/ending time: CDM, 9:50 am 10:05 am
Spot the Dot Notes:

M knew the cards with one, two, and three spots

Any cards with dots higher than three, M pointed at random spots on
the cards and counted to either five or six
M could count to six orally but did not point and touch each dot as she
counted

Groovy Buttons Game:

M was not able to roll the dice

M pushed the dice sliding it around the table
She was able to count the dots on the dice up to three
She showed understanding of addition and subtraction by putting the
buttons on the shirt and taking them of
After helping M roll the dice she counted the number of dots and I told
her that was how many buttons she needed to remove from the shirt
and she counted out loud as she removed and added buttons
M counted the buttons and placed them in her hand one by one
M tried to pick all the buttons that were the same size
When there were no more buttons she told me she needed more baby
ones

Estimating and Counting: (Bottle Caps)

When I asked M to guess how many caps there were she began to
count the caps
When I asked M again she didnt answer
I asked M one last time to guess how many caps there were and she
said five
I asked her how we could find out how many were there and she just
looked at me
I asked if we could count them and she said yes
I asked her to count first and she pointed in random spots in the air
over the caps and counted to six
We counted the caps and found out there were 25 caps and M laughed
and put her hands over her mouth

Conservation of Number: (Bottle Caps)

When I made the two rows of seven and asked her if the one row was
the same as the other row or diferent she said they were the same
When I asked M why she pointed to the end of the rows and slid her
hand on the table beside the two rows
When I extended the one row making it longer and asked her the same
questions she said the one row was longer because it was past the
other row and has more
Before I returned M back to her teacher she walked over to the shelf in
the classroom and showed me her dice
Observation Photos

M playing Spot the Dot and pointing at

random spots on the card while counting
to the number six

M removing one button as indicated on

the dice during the Groovy Button game

M removing three buttons as indicated on

the dice during the Groovy Button game

During Estimating and Counting M

pointed to diferent spots near the caps
and counted to six

M contemplating if the rows are the

same or diferent

M trying to decide if the rows are the

same or diferent

Analysis Questions
1. Evaluate the activity you used. Was the activity appropriate?
Explain why or why not giving specific examples.
I read the book Pete the Cat and His Four Groovy Buttons as my
transition and played the Groovy Buttons math game. The material I
used was efective in some ways. The child didnt show much interest
to the book. The child was very engaged and understood the game
that I prepared for her.
2. Evaluate the activity/games. Did the activity/games engage
the child while allowing you to assess knowledge and

understanding? Explain why or why not giving specific

examples.
The book and game seemed to be a bit of a challenge for my child. The
material kept the child interested however she only could manage one
to one correspondence up to number three. The child was able to
follow instructions, count the dots on the dice, and add and remove the
buttons from the shirt according to the number on the dice. M needed
assistance rolling the dice and after she counted the numbers on the
dice I had to tell her thats how many buttons she need to add or take
of the shirt.
3. Evaluate your performance. What did you do well and why do
you think so? What would you change if you were to do this
again and why would you make these changes?
I am very proud of my performance. I was able to ask questions and
engage in short conversation with the child at the beginning which
allowed her to feel comfortable with me. I talked a little bit about her
outfit, told her I had little children like her at my home and why I was
there which broke the ice. I was relaxed, happy, and upbeat. I
interacted with the child on her level. I was able to connect with her
and keep her interested and focused on the activities. I asked openend questions to keep her thinking and engaged with the book and
activities. I had a child who was a very young three year old and I dont
feel that she was at the level she needed be in order to play the game I
prepared with little to no assistance. If I could change anything I would
probably have chosen another game more on the skill level for 2-3 year
olds. However, I had a wonderful experience and the child was very
responsive to myself and the material I prepared for her.
4. What did you observe about the childs math/science
knowledge? Give specific examples and identify specific
concepts.

The material kept the child interested however she only could manage one to
one correspondence up to the number three. She showed curiosity and
interest in counting and number but she was only able to count up to six. She
understood the concept of adding one or more and taking one away. I was
able to observe this concept when she removed and added buttons to the
shirt.

5. What connections can you make between our class

discussions/research and what actually happened during your
teaching? What did you discover about this childs
development in relation to our class content?
During our class discussions we discussed how all children are on
diferent levels and you dont know where the child is at
developmentally until you assess them or observe them. During this

activity with M I feel that she was on target as a young three year old.
She was able to count orally and was able to put 1-3 items together by
adding and subtracting. I could tell that M had been exposed to
numbers and had some experience with number and operation. She
even related the game I used to prior experience by showing me the
dice in her classroom on the shelf after we were done.
Next Steps
1. Identify at least two learning outcomes appropriate for the
childs content development based on knowledge of the
developmental sequence of math/science.
The child will be able to count to ten using one to one
correspondence.
The child will be able to compare the amount of buttons on each
shirt by counting them.
2. Identify at least two ELS appropriate for the childs content
development based on knowledge of the developmental
sequence of math/science.
M-4K-2.2 Show one-to-one correspondence through ten when
counting real objects.
M-3K-2.3 Compare quantities using general terms.

Family Information

Number and Operation

This week we have been learning about number and operation math
concepts.
Number and Operation includes one-to-one correspondence which means
pointing to an objects and associating it with a number as you count.
I am encouraging families/caregivers/guardians to help your child work on
this math concept by incorporating some math concepts like the ones listed
below to help your child develop number and operation math concept skills.
Examples of one-to-one correspondence

Here are a few ways you can help your child incorporate this math concept
during the day right in your home or while riding in the car.

You can have the child count their food during meal times, count their
fingers and toes during bath time, have them count the number of toys
they pick up during clean up time.

You can have the child count objects while riding in the car. They can
count the number of people in the cars, objects in the car, etc.
Making counting fun for your child ~ Makes math something
they love