Ohio Resource Center
Lessons
Do It with Dominoes 2: Hopping on the Number Line
Discipline
Mathematics
Kindergarten, 1, 2
Professional Commentary

Students represent the dots on a domino by hops on the number line. Looking at the dots on both halves of the domino, they predict where they will end up on the number line and then count to see if they are correct. The lesson includes activity sheets, discussion questions, suggestions for assessment, and questions for teacher reflection. (sw)

Common Core State Standards for Mathematics
Kindergarten
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Work with addition and subtraction equations.
1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Measurement and Data
Relate addition and subtraction to length.
2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Ohio Mathematics Academic Content Standards (2001)
Number, Number Sense and Operations Standard
Benchmarks (K–2)
G.
Model, represent and explain addition as combining sets and counting on.
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.
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.
Principles and Standards for School Mathematics
Number and Operations Standard
Understand meanings of operations and how they relate to one another
Expectations (Pre-K–2)
understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;