ADDING WITH DICE 1.1.

2018

Subject Objective/Overview
Math: Addition Targets: Materials Required:
CCSS.Math.Content.2.OA.A.1  Whiteboard with marker and eraser
Prepared By (one per student)
Adding within 100
Tori Fidanza  Dice (2 per student)
Students will add their way to 100 in the game “Race to 100”.
 Cup/container
Grade Level CCSS.Math.Content.2.OA.B.2
 Marker for game
02 Adding within 20 to using mental strategies
 Worksheets (x3 one per student)
Students will be using dice to add in increments of 12 or less as they move their way through the  Students math spiral and pencil (one per
number line in the game “Race to 100”. student)
Additional Resources:
Teacher Guide Student Guide  WORKSHEETS (in order):
Review/Verification Start with addition review on individual Quickly allows for verification that students are https://www.pinterest.com/pin/358810295285622296/
whiteboards (covering a range of numbers). understanding and on track with the lesson http://silverfox.info/
plan. http://storiesbystorie.blogspot.com/search/label/math

Go over how to use and read dice.
Instruction Students will fill out a worksheet adding
pictures of two dice together, when complete it
will be checked for understanding and accuracy.
Individual Task: (CFU) Circle the room as students work on their first
Worksheet #1
Check for Understanding (CFU) assignment by
completing the addition with dice worksheet.
Ensuring that all students are familiar with dice
 OTHER:
and how to read them.
https://www.nwea.org/blog/2013/early-math-in-the-
Adding pictures of dice. common-core-state-standards-balance-at-new-
heights/
http://www.corestandards.org/Math/Content/2/NBT/
http://sde.idaho.gov/academic/shared/math/ICS-
Using mental addition, add the two amounts
Mathematics.pdf
appearing on the pictures of dice to get your
total of the two! Additional Notes:
Practicing addition and reading dice before the
activities to come.

Instruction Students will each have a cup on their desk with Rolling dice to add together and record the
two dice inside, they will use them to complete amount in the in each box. First the number
this next worksheet. This time students are amount on the dice and the total of what you
going to roll the dice to see what will be added. added together.

Individual Task: (CFU) Circle room as students work on their last Check Fill out the worksheet as you roll to familiarize
Worksheet #2 for Understanding (CFU) worksheet. with the dice before the group activity and to
continue practicing mental addition.
 Teacher Guide Student Guide
Instruction Have students begin with pushing their desks to Bring required material to the circle to
the side; and then bring their spiral math participate in the group activity.
notebook, a pencil, and their cup of dice to the
floor and make a circle.
For our game; we are going to use one more
worksheet to help us keep track as we race to
100!

Group Activity: I will let students know when it is time to roll by Each time students roll they will add the total
Race to 100! saying “on your marks get ready set roll!”, number to where they are on the number line.
between each roll I will allow time for all They will keep using mental addition until they
students to use mental strategies to add the have rolled their way to 100!
dice together, write down what was rolled and
put a game marker over the space moved to on
the number line in the race to 100!

Duration of Lesson Lecture Time: Student Work Time:

15-20 minutes all together Worksheet #1 10-15 min.
Worksheet #2- 10-15 min.
Game- 25-30 min.
(Play twice if time allows, on the last round end
with a bonus round to 120+)
ACCOUNT FOR SILLY KIDS 😊

Conclusion Adding with dice allowed for the math to be Provided a fun way to practice mental addition
brought to life, allowing students to connect within increments of 20, and adding to 100.
math to the real world. Individual task and Students can take the “gameboard” home or to
group task appeal to those who are introverted recess to continue to have fun with math!
and extraverted. This lesson also appeals to
different learning styles because it ranges in
how the information is being used.