Illuminations: Do It with Dominoes

# Do It with Dominoes

## Counting to Find Sums

 This lesson focuses on the counting model for addition and begins with reading a counting book. Students model the numbers with counters as the book is read. Then they count the spots on each side of a domino and write, in vertical and horizontal format, the sums suggested by dominoes. Finally, the students illustrate a domino and record a sum it represents.

### Learning Objectives

 Students will: count to 12 model numbers to 12 count sums to 12 write and recognize numerals to 12 record sums in vertical and in horizontal format

### Materials

 Dominoes Counters Book from Bibliography of Counting Books

### Questions for Students

 How many spots were on this part of the domino? On this part? In all? [Student responses will depend upon the domino in question.] Are there more or less on this next domino? How can you tell? [Student responses will depend upon the domino in question.] What is alike between the two ways we recorded the sums? What was different? [They both containd the same numbers, but one was written horizontally and the other vertically.] Can you find a domino with five spots? With ten? [Students should be able to identify these specific dominoes.] I am thinking of a domino with six spots. What could it look like? Could it look any other way? [1+5 spots, 6+0 spots, 2+4 spots, 3+3 spots.] What does the “plus” sign mean? [It means to add.] What is the largest number you can show on your fingers? What is the largest number modeled on a set of Double 6 dominoes? Which is greater? [10; 12; 12 is greater.]

### Assessment Options

 Documenting information about students’ understanding and skills throughout the unit can help you focus on individual needs and strengths and foster appropriate additional learning opportunities. The recording format, Class Notes, has been provided for your use. You may find this information useful when discussing children’s progress toward learning targets with parents, administrators, colleagues, and the students themselves. Collect the students' drawings and addition sentences from the lesson. Students will add to their portfolios throughout the unit.

### Extensions

 Put the students in pairs and have each pair turn a set of dominoes upside down. Then have each partner pick a domino from the set at the same time and compare the total number of spots. The child whose domino has the most spots writes the two addition sentences in horizontal format for both dominoes. If the number of spots is equal, each child writes one of the sentences. Have them continue the game until one child has written 10 addition sentences. Have them repeat the game, this time recording in vertical format.

### Teacher Reflection

 Which students met all the objectives of this lesson? What extension activities would be appropriate for those students? Which students did not meet the objectives of this lesson? What instructional experiences do they need next? What mathematical ideas need clarification? Which groups worked together well? What adjustments would you make the next time that you teach this lesson?

### NCTM Standards and Expectations

 Number & Operations Pre-K-2Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. Use multiple models to develop initial understandings of place value and the base-ten number system. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Count with understanding and recognize "how many" in sets of objects. Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. Understand the effects of adding and subtracting whole numbers. Develop fluency with basic number combinations for addition and subtraction. Develop and use strategies for whole-number computations, with a focus on addition and subtraction. Use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.
 This lesson prepared by Grace M. Burton.

1 period

### NCTM Resources

 More and Better Mathematics for All Students
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