Domino Fun!
Remix and Share
- Author:
- Lydia Wilson
- Subject:
- Mathematics and Statistics
- Institution Name:
- LEARN NC
- Collection:
- LEARN NC Lesson Plans
- Grade Level:
- Primary
- Grade Sub-Level:
- Lower-Primary
- Grades:
- Kindergarten, Grade 1
- Abstract:
Students will use a domino turned vertically and count the dots in the top section and the dots in the bottom section and add the 2 numbers together and write an equation. Students can make a domino to eat.
- Course Type:
- Learning Module
- Languages:
- English
- Material Type:
- Curriculum Standards, Lesson Plans
- Media Format:
- Text/HTML
- Conditions of Use:
-
Creative Commons Attribution-Noncommercial-Share Alike 2.5
Comments
Degree of Alignment to CC.1.OA.8: Limited (1)
The content targeted is more procedural and not embedded in a context that is meaningful. This offers good practice of writing vertical equations, but without horizontal equations, students may not see a 'relationship' illustrated by actually using an "=" sign, and may only focus on the 'adding' part. The "unknown" is always in the same position (sum) and is not varied.
Degree of Alignment to CC.K.OA.2: Limited (1)
Addition is emphasized; differences not addressed.
Degree of Alignment to CC.K.CC.3: Superior (3)
Students count and write numerals to represent quantities of dots on die.
Opportunities for Deeper Learning: Very Weak (0)
As written, there is little/no interaction built in to the lesson. Students work parallel with their own set of materials. (If pairs were given dominoes, this could begin building mathematical discourse as they negotiate meaning to build understanding and double check each other.)
Quality of Instructional and Practice Exercises: Limited (1)
As written, very limited to non-existent. Procedures not embedded in any meaningful context. (Could students be orating stories to a partner to match numbers, e.g.)
Utility of Materials Designed to Support Teaching: Strong (2)
Directions are clear for user to follow. May be an overemphasis on procedures for writing only vertical equations with only the result (sum) unknown. Lacks variety and flexibility for young students. If emphasizing writing numbers to match dot patterns, this may be a better match.
Quality of Assessments: Strong (2)
Heavy emphasis on procedureal writing ONLY vertically. May give students the impression that this is the "one right" way and actually omits using the "=" symbol. Using dot patterns, writing numbers is good practice for subitizing.
Quality of Explanation of the Subject Matter: Limited (1)
It is unclear as to why students must all turn their dominoes vertically. Developmentally it may make sense to encourage students to write equations both vertically and horizontallyto build understanding of equivalent relationships and flexibility.