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 dominoes.
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.
