Addition and Subtraction Dice Game

Author: Nicole Good

Date created: 03/06/2014 9:22 PM EDT ; Date modified: 03/07/2014 10:53 AM EDT
VITAL INFORMATION
Total Number of Students 19 Students
Area(s) Students Live In
Free/Reduced Lunch
Ethnicity of Students
English Language Learners
Students with Special Needs
Subject(s) Mathematics
Topic or Unit of Study Addition/Subtraction
Grade/Level Kindergarten
KEY CONCEPTS & STANDARDS
Big Idea & Essential
Questions
This activity focuses on key concepts in kindergarten. First, understanding how to represent addition and subtraction in
various equations. Also, this games helps solidy that addition means adding to a number, and subtraction means taking
away from a number.
Learning Outcome(s) The learner will determine the larger number in order to make an equation.
The learner will make an addition or subtraction equation based on what they roll with their dice.
The learner will add or subract to determine the answer to the equation the student rolled.
The learner will write the equation and answer on the Dice game sheet provided.
Summary In this activity, students will play the Addition/ Subtraction Dice Game. In this game, students will practice writing and
solving addition and subtraction problems determined by the dice they roll.
Standards
CA- California Common Core State Standards (2012)
Subject: Mathematics
Grade: Kindergarten
Domain: Operations and Algebraic Thinking K.OA
Area: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking
from.
Standard:
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting
out situations, verbal explanations, expressions, or equations.
Standard:
5. Fluently add and subtract within 5.
Cluster:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1.
Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add
and subtract within 10, e.g., by using objects or drawings to represent the problem. 3. Decompose numbers less than
or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by
a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10
when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or
equation. 5. Fluently add and subtract within 5.
ASSESSMENTS
Assessment/Rubrics There will be two types of assessments in this activity. First, the teacher will informally assess students while walking
around the class to determine if students are working with their partners, to see who is able to do the task of adding or
subtracting the equation determined by the dice, and do so using the bigger number first. Second, the students will be
formally assessed by looking at the papers turned in to the in-box. The teacher can determine if students had an
understanding of adding and subtracting, making equations and using the bigger number in front of all equations.
MATERIALS AND RESOURCES
Instructional Materials &
Technology (handouts, etc.)
-3 dice per partners (2 +/-, 1 normal die)
-Dice game worksheet
Page 1 of 2
IMPLEMENTATION
Sequence of Activities 1. The teacher will have students sitting on the perimeter of the rug.
2. The teacher will explain to students they will continue playing the Dice Game they started the day before.
3. Then, the teacher will have the students assistant model how to play the game to refesh students on what they
should be doing.
4. The student assistant will roll the three dice to reveal an equation.
5. The student will arrange/model the dice to show the largest number first, the + or - sign, and then the second
number. They will then model for the class how to record this onto their paper.
6. The teacher will then tell students, "when I say (the CCD word of the day), you are going to go play this game with
your math partner at your table". Then when students are ready the teacher will transition students to play the game
with their partners.
7. Students will continue to play with their partner for 15 minutes.
8. To close, the teacher will ask some students to share some equations they made on their sheets.
9. They will then put their papers in the in-box.
Grouping Strategies The beginning of the lesson will begin whole group while the teacher models the game to the whole class on the rug.
While students are playing the game at their tables, they will be in their math partners.
Differentiated Instruction For students who are struggling to meet standards, the teacher will differentiate by having the student focus on a few
key problems instead of filling out the whole sheet of problems. For students who exceed the standard, the teacher will
differentiate by gaving the student two digit numbers to add and subtract to deepen the concept.
REFLECTIONS
Prior to Lesson
Post-Lesson
Page 2 of 2