To set the stage for learning, choose a counting book to read. Of the many available, a few are listed in the Bibliography of Counting Books. Any book in which the pictures for the numbers are unambiguous will work, but a book that also
presents the written or numerical form of the numbers is preferable. Ten Little Rabbits or Ten Black Dots are two books that use the number words; The M & M’s Counting Book
uses both numerals and words for the numbers. As students listen to the
story, have them model each number as it is mentioned with counters (or
coated chocolate candies), then write the numeral and number word for
each. This recording process will assist you in assessing the students’
current level of functioning.
Next put students in small groups and give each group a set of
Double 6 dominoes. Hold up a domino (or display one on the overhead)
and have the children count the total number of dots. Then ask them to
look in their set to find a domino that has the same number of dots as
yours does, one that has one more dot, and one that has one less dot.
Now ask the students to hold a domino vertically so that one
side is over the other. Ask them to count the spots on the top part of
the domino and write the number. Then have them count the spots on the
bottom part and write it under the first number they wrote. Introduce
the addition sign, if necessary, and have them draw a line under the
bottom number. Then have them count the number of spots in all, record
the sum, and read the addition statement to a friend.
Encourage the students to continue this procedure with several
dominoes. Next, repeat this activity asking the children to rotate the
domino a quarter turn so it is in a horizontal position. Then ask them
to count the spots on the top first, then those on the bottom, and
finally to record the sum in horizontal format.
When the students are ready, review some of the sums and the
counting process that was used to get those sums. Ask the children to
choose one domino to draw for their portfolio and to write the addition
statement modeled in the domino in both vertical and horizontal format.
To conclude the lesson, students can play a Dominoes game. Children
who have never played dominoes should be introduced to the game. Begin
in a whole-group setting by showing the students a set of Double 6
Encourage the students to describe what they notice as they look
at the tiles. Then ask for two volunteers to play a game while the
other children watch. So that all students can follow the action, ask
both volunteers to display all their tiles for this demonstration. The
type of game you will want to teach the children is called a Draw Game.
Explain that the Draw Game begins with a tile that is randomly chosen
from the set of upside down tiles being placed right side up on the
playing field. To determine the first player, the children each choose
a tile from the set and compare the number of spots on their dominoes.
The child whose domino has the most spots goes first. Then help the
children play the game.