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Primary Subject Area: Mathematics |
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Grade Level: Pre-K - 2
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Overview:
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Do It With Dominoes Lesson 8: During this lesson, students construct a bulletin board display that focuses on sums of 9, 10, 11, and 12. Then they sort dominoes by the total number of dots and make a bar graph based on their sorting. The children also complete their individual sets of triangle-shaped flash cards and add to their record of memorized facts. |
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Approximate Duration: |
Content Standards:
- Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - Algebra
In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. - Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. - Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.
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Benchmarks:
- N-1-E
constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals); (1,4)- N-3-E
reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation; (1,3,4,5)- N-4-E
demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other; (2,3,4)- N-6-E
applying a knowledge of basic math facts and arithmetic operations to real-life situations; (1,2,4)- N-7-E
constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies) (1,4)- N-8-E
selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil); (1)- A-1-E
demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, …, <, and > symbols); (2,4,5)- D-1-E
collecting, organizing, and describing data based on real-life situations; (1,4)- D-4-E
exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals; (2,4)
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Grade-Level Expectations (GLEs):
- Grade K
9.
Use concrete objects to model simple real-life addition and subtraction problems
(N-4-E)
23.
Collect and organize data in a simple bar graph using pictures or objects
(D-1-E) (D-2-E) - Grade 1
12.
Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, doubles, doubles ± 1, then 10s facts, and related turn-around (commutative) pairs] and use them to solve real-life problems
(N-4-E) (N-6-E) (N-8-E)
13.
Recognize and apply addition and subtraction as inverse operations
(N-4-E)
15.
Recognize real-life situations as addition or subtraction problems
(N-4-E) (N-5-E)
17.
Use the equal sign (=) to express the relationship of equality
(A-1-E)
18.
Use objects, pictures, and number sentences to represent real-life problem situations involving addition and subtraction
(N-7-E) (A-1-E) (A-3-E)
32.
Given a set of data, construct and read information from bar graphs and charts
(D-1-E) (D-2-E) - Grade 2
7.
Know all basic facts for addition and subtraction and use them to solve real-life problems
(N-5-E) (N-6-E) (N-7-E) (N-8-E) (N-9-E)
8.
Recognize, select, connect, and use operations, operational words and symbols (+, -) for addition (join, part/part/whole) or subtraction (take away, comparison, missing addend, and set/subset) situations
(N-5-E) (N-6-E)
9.
Add and subtract 1- and 2-digit numbers
(N-6-E) (N-7-E)
12.
Use number sentences to represent real-life problems involving addition and subtraction
(A-1-E) (A-2-E)
13.
Find the missing number in an equation involving addition or subtraction (e.g., # + 4 = 7, 8 - # = 3)
(N-4-E) (A-2-E)
25.
Collect and organize data using observations, surveys, and experiments
(D-1-E)
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Interdisciplinary Connections:
- English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
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Educational Technology Standards:
- Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities.
( 2, 4 )
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Objectives:
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Lesson Materials and Resources:
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Background Information:
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Lesson Procedures:
The complete Marco Polo lesson can be viewed at:
http://illuminations.nctm.org/lessonplans/prek-2/dominoes/index.html#l8 |
Assessment Procedures:
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Accommodations/Modifications:
----- written by NCTM Illuminations
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modication Plan.
Students with Physical Impairments
1. 1. During the investigation at the beginning of the lesson, provide adapted grip for crayon, marker, pencil or pen for the student that struggles with manipulating the pencil as the write the number fact.
2. During the domino sorting activity, provide large and/or foam dominoes for the student that has difficulty manipulating small objects.
3. During the domino sorting activity provide felt on the workspace so that the workmat and dominoes are stabilized. Velcro can be attached to the back of the workmat and the dominoes to keep them in place.
4. As the students make the triangle flash cards, partner the impaired student with a non-exceptional peer. The non-exceptional peer will function as a scribe for the student that has physical difficulty writing. If this is impractical the teacher could provide teacher made triangle flash cards for the physically impaired student to work with.
5. If the physically impaired student is unable to hold the flash cards to practice with them, then pair the student with a non-impaired student. It is also possible to provide practice on the computer with a slide show made on a program such as power point or a commercially made computer program that provides fact practice.
Students with Attention/Behavior Difficulties
1. This lesson provides opportunity for students to move around and work with a group. If the level of movement provide within the lesson is insufficient for the student with attention/behavior difficulty, the teacher may need to allow that student to stand, and/or move around as he or she completes each of the described activities.
2. During the second part of the lesson the teacher should pair the student with attention/behavior difficulty with more compliant children. In addition, this child may work best with just one partner, rather than a group.
3. For the sorting activity, give the student a limited number of blocks to sort to begin with, and then gradually add more as long as the student is functioning in an appropriate manner. If the student begins to use the blocks incorrectly, remove the blocks from the student immediately.
4. Throughout the lesson, use a predetermined signal to redirect attention of the student with attention/behavior difficulty.
5. Throughout the lesson, maintain teacher proximity and provide frequent feedback to the student with attention/behavior difficulty, focusing especially on positive behavior.
Additional Accommodations/Modifications suggestions found under “Helpful Links- General Classroom Accommodations”.
----- written by Susan McCarstle
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Explorations and Extensions:
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Lesson Development Resources:
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Reflections:
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Contact Information:
NCTM Illuminations
http://illuminations.nctm.org/index2.html
MarcoPolo Education Foundation
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Additional Contacts:
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Group: MarcoPolo |
MarcoPolo Lesson: Yes
NOTE: The typical Making Connections sections - Objectives, Materials, Technology Connections, Background Information, Reproducible Materials, Assessment Procedures, Explorations & Extensions - are not separately provided for this lesson plan because these elements are embedded in the actual Marco Polo lesson.
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Best Practices
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