Ohio Resource Center > Record > Do It With Dominoes

ORC Resource Number #1129

Do It With Dominoes

http://illuminations.nctm.org/LessonDetail.aspx?ID=U47

PROFESSIONAL COMMENTARY

In this 9-lesson unit, students explore the four models of addition (counting, sets, number line, and balanced equations) using dominoes. They also learn about the order (commutative) property for addition, the inverse relationship between addition and subtraction, and the result of adding 0 (additive identity). Students also write story problems that require addition and begin to memorize the addition facts up to 6+6. Discussion questions, suggestions for assessment, teacher reflections, Internet extensions, and a bibliography of relevant children's literature books are included. (author/sw)

OHIO STANDARDS

Mathematics Academic Content Standards

Number, Number Sense and Operations Standard

Benchmarks (K - 2)

Recognize, classify, compare and order whole numbers.

Model, represent and explain addition as combining sets and counting on.

Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

Grade Level Indicators (Grade Kindergarten)

Compare and order whole numbers up to 10.

Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.

Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.

10.

Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison. For example:
a. Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.
b. Count on (forward) and count back(backward) on a number line between 0 and 10.

13.

Recognize the number or quantity of sets up to 5 without counting; e.g., recognize without counting the dot arrangement on a domino as 5.

Grade Level Indicators (Grade 1)

Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by "10 blocks", full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother's age.

10.

Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example: a. Model and explain addition using physical materials in contextual Situations. b. Draw pictures to model addition. c. Write number sentences to represent addition. d. Explain that adding two whole numbers yields a larger whole number.

12.

Use conventional symbols to represent the operations of addition and subtraction.

15.

Demonstrate that equal means the same as" using visual representations.

16.

Develop strategies for basic addition facts, such as: a. counting all; b. counting on; c. one more, two more; d. doubles; e. doubles plus or minus one; f. make ten; g. using tens frames; h. identity property (adding zero).

Grade Level Indicators (Grade 2)

Model and use the commutative property for addition.

10.

Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 - 9 = 9.

Patterns, Functions and Algebra Standard

Mathematical Processes Standard

NATIONAL STANDARDS

Principles and Standards for School Mathematics

Number and Operations Standard

Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Expectations (Pre-K - 2)

count with understanding and recognize "how many" in sets of objects;

develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;

develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;

connect number words and numerals to the quantities they represent, using various physical models and representations;

Understand meanings of operations and how they relate to one another

Expectations (Pre-K - 2)

count with understanding and recognize "how many" in sets of objects;

develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;

develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;

connect number words and numerals to the quantities they represent, using various physical models and representations;

understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;

Compute fluently and make reasonable estimates

Expectations (Pre-K - 2)

count with understanding and recognize "how many" in sets of objects;

develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;

develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;

connect number words and numerals to the quantities they represent, using various physical models and representations;

understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;

develop fluency with basic number combinations for addition and subtraction;

use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

Algebra Standard

Representation Standard

RESOURCE TYPE

Instructional Resource

PRACTICE LEVEL

Promising Practice

STANDARDS ALIGNMENT

Grades K–2

TOPICS

Mathematics --
Numbers and Operations;
Whole numbers;
Algebra;
Field properties;
Representation;

KEYWORDS

commutative property;
addition;
subtraction;
fact families;
number line;
balance;
missing addend;
additive identity;
sets;
interdisciplinary

Publisher: National Council of Teachers of Mathematics

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