Domino Lesson plan Rationale I am teaching lesson this lesson because number sense and numerical operations is part

t of the Kindergarten curriculum. This lesson incorporates number sense and numerical operations because the students will be using addition by adding the dots on dominoes. The students are using numerical operations when they make the equation using the dots on the dominos. This lesson is important because it teaches the students the skills they need for addition. CCSS.MATH.CONTENT.K.0A.A.1- Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.MATH.CONTENT.K.OA.A.2- Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Objective My mathematical goal for this lesson is for students to have a better understanding of adding, At the end of this lesson students will have been able to add digits in a domino and show it in more than one way. Lesson Progression Introduction: I will introduce this lesson by telling students that I have heard that they have been talking about addition. Today we are going to continue to talk about addition. I will explain that we are going to use dominoes to solve our addition problems. We are going to use dominoes to help us solve out addition problems. I am going to show the students how to solve the addition problems using the dominoes. On the board is a picture of a domino. I am going to show you the three different ways you can solve this problem. The first way to solve this problem is to write the top number of dots on the domino first in the equation and then write the bottom number of dots on the domino where the second number goes in the equation. After you have filled out your equation you are ready to solve it. You write the answer of how many total number of dots are on the domino next to the equal sign. The second way to solve this problem is to write the bottom number of dots in the first part of the equation and then to write the top number of dots in the second part of the equation. After you have filled out your equation you are ready to solve it. You write the answer of how many total number of dots are on the domino next to the equal sign.

The third way to solve this problem is to put the total number of dots on the domino first in front of the equals sign. Next you put the top number of dots and then the plus sign. The last step is to put the bottom number of dots in the second place of the equation. After I have demonstrated how to solve one of these domino problems I will have the students come up to the board and solve the problems. I will have one student come up to the board to show how to solve the problem using each of the three methods I showed the students. If the students have an understanding of how to solve the problems we wont do all of the examples. If the students have a hard time sitting as we are going through the examples I will remind them of whole body listening.

Middle:

After the students have had a chance to come up to the board to demonstrate how to solve the problems I will then explain to them the tasks that they will do. I will have them go to their circle seats so they can all see me demonstrating what they will be doing. I will sit on the floor and show them how to do the first worksheet. I will tell them at your tables you will do this worksheet. For this worksheet you will be making numbers out of the dominoes. For this worksheet you will cut out the dominoes. I have already done this. After your dominoes are cut out you will use the dominoes to make the numbers on the worksheet. For example the first number on the worksheet is a six. I will look at my dominoes for one that has six dots on it. There is more than one-way to make the number six. You can use whatever dominoes you want to make the numbers. To make this harder you can glue on to your paper the multiple ways that you can make the numbers. On the rug you will be doing this worksheet where you are making addition problems with the dominoes. The first three problems on the worksheet are examples. They are just like the problems we did on the board. For the rest of the problems you are to take a domino out of the basket and in the box on the worksheet draw the dots that are on the domino. Next you are to write the numbers that are on the domino in the spaces of the equation. I will do on of the problems as an example. While I am showing the students what they are to be doing I will manage any behaviors that may come up. If students are not sitting the proper way I will remind them of whole body listening.

If the students are repeatedly not doing what they are suppose to be doing and I have talked to them about I will send them back to their seats. After I am done showing the students what they are doing I will break the students into two groups. One group will go to their tables to do the first worksheet and the second group will stay on the carpet and do the second worksheet. After ten minutes everyone will come back to the rug and the students that did the worksheet at their tables will come to the rug and the students that did the worksheet on the rug will do the worksheet at their tables. While the students are off doing their work I will walk around the room and make sure that the students are doing what they are suppose to. I will make sure that the students are on task.

Closure: At the end of the lesson I will have the students come back to the rug. I will tell the students what I saw while they were working that I was proud of. We will quickly review todays topics. I will ask the students questions about what we did today. o Can anyone tell me what we talked about in math today? o What did we use to help us with our addition? o Can someone tell me one way we used to solve the problems? o What is another way we solved the problems? Assessment To assess if students met the goal of being able to add the digits of a domino using multiple strategies I will collect the worksheet where the student cut out dominos and used them to make numbers. I will look at the worksheet to see if the students where able to correctly make the number using the dominos. The student has mastered this concept if there are no errors on the students worksheet. The student is satisfactory at this concept if there are one to two errors. The student is struggling with this concept if there is more than two errors. If this student is struggling with this concept I will reteach this concept during silent time the next day. Another way to ensure that students met the goal of being able to add the digits of a domino using multiple strategies I will observe the students during the mini lesson when I have students come up to the board and do the problems on the board. I will take antidotal records to document what students come up to the board and whether they were able to answer the problem correctly. I will also document whether the student could complete the problem using multiple methods. Another way to ensure that students met the goal of being able to add the digits of a domino using multiple strategies I will collect the worksheet where

students needed to add the dots on the domino. On the worksheet I will be looking for students to put the top number of dots on the blank and the bottom number of dots on the other blank in the equation. I will then see if the student wrote the correct number of total dots next to the equals sign. The student has mastered this concept if they answered eight of the nine problems correctly. student is satisfactory at this concept if they answered seven out of nine problems correctly. The student is struggling with this concept if they answered six out of the nine problems correctly. If this student is struggling with this concept I will reteach this concept during silent time the next day. Other Considerations Materials o Mini lesson Computer Projector White board White board markers o Worksheet at desk Worksheet Pencils Glue sticks Scissors o Worksheet at rug Dominoes in basket Pencils Worksheet Clipboard Student work box Source o The source of this lesson is my co-operating teacher. I got the idea for this lesson from my co-operating teacher and elaborated on it. Questions asked during the lesson o o o o o o o How do you think you should solve the problem? Is there another way you could solve the problem? Can you explain to the class how you solved the problem? Why did you solve the problem that way? How many dots are on the top part of the domino? How many dots are on the bottom part of the domino? How many dots are there all together on the domino?

Classroom management o For this lesson I am concerned about when students are getting wild when they come up to the board.

I will praise the students for sitting in their seats and watching their classmate solve the problem.

o I am also concerned that there is only a few example questions for the students to come up to the board to solve and the students will be disappointed because they didnt get a chance to come up to the board. When a student complains that they didnt get a turn I will assure them that the next day that we do board work they can have a turn.

o I am also worried that the students will be disrespectful while there is a student at the board. If the students are talking while there is a student is at the board solving a problem I will tell them _________ sat quietly while you went up to the board you need to show them the same respect.

Students reactions o The class has talked about adding with dominoes before there for I expect the students to have a positive reaction to this lesson. There is no new material in this lesson so students should be already have an idea about this topic and should just be review.

Differentiation This lesson is presented in several different ways. First the lesson is auditory because I explain to the students the content of the lesson. Second this lesson is visual because I demonstrate what the students are going to be doing. Lastly to reinforce what we are doing I have the students go up to the board to make sure they have an understanding of the content I taught. For students that are more advanced I would have them come up with as many ways as they can to make the numbers with the dominoes. I think this would make the worksheet more challenging for them. Several od the students in this class get distracted easily. I have to stay on top of them to make sure they are doing their work. I do not need to make any specific modifications of this lesson for any of the students in this class. Math Content This lesson shows that I have an understanding for the mathematical concepts because I am able to clearly demonstrate the material to the students. Lesson Development This lesson is developmentally appropriate for Kindergarten because this

lesson is about number sense and numerical operations and number sense and numerical operations is part of the Kindergarten curriculum in the district. Perspective: Promote Higher Order Thinking This lesson allows for students to collect and analyze data. The students are collecting and analyzing data when they look at the dominoes and count how may dots are on the domino. They have to do this in order to solve the problem. In this lesson students will generate solutions to problems based on the procedures they have learned for addition. In this lesson I have gone over with students three different ways that they can solve the addition problems. I expect the students to justify their answers based on the three ways that I showed them to solve the problem. Promotion of Student-Centered Learning This lesson encourages individual learning. This lesson promotes individual learning because the students have to accomplish the tasks on their own. In order for the students to complete the tasks they have to have their own knowledge of addition. This the concepts of this lesson is taught to the students so they can go off on their own to complete the tasks.