# Dice Sums

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## Objective

SWBAT connect number names and written numbers to the quantities they represent. Students will also use the strategy of counting all or counting on to find the total of two or more quantities.

#### Big Idea

Winner, Winner Chicken Dinner! No it's not a game of Craps at Trump Towers, but the students will be rocking and rolling as they find the sums of various dice combinations.

## Warm Up

5 minutes

Choose a start with and get to number from the 1-30 number cards (These were created in a previous lesson and you should have them ready when needed).  I allow students to draw from the deck and then decide if we will count forward or backwards.  If you feel your class is still struggling with the counting back concept, I would use one as the get to number and practice going back to 1.

## Introducing Dice Sums

15 minutes

The idea of this activity is that students practice writing numerals to record mathematical information. They will find the sum of the two dice that are rolled and record it on their recording sheet. Addressing numeral reversals should be addressed during this activity.

I start by gathering the students in front of the focal point (in this case I am using the Smart Board). I explain that we are going to play a game called Dice Sums.  I show them the tools that they will need (dice, pencil and recording sheet).  I then roll the 2 dice and explain that we will need to figure out how many dots there are in all.  I remind them that when we are adding, it is called finding the sum.  After the sum is determined, the answer should be recorded on the answer sheet.  The game is a race not with your partner but rather with all of the numbers between 2-12.  We want to see which number is first to be rolled 8 times.  I will continue to play this with the group until the group understands how to play.  The students were counting to 120, starting at any number less than 120. In this range, they were reading and writing numerals and representing a number of objects with a written numeral. (CCSS.Math.Content.1.NBT.A.1).

The recording sheet is provided in this sections resources.  You want to demonstrate how to use it when you model the game.  All of the sums are listed at the bottom and there are 8 squares above each possible sum.  If you roll a 2 & 3, you would write a 5 in the five column.

## Center Time

30 minutes

The students will have the opportunity to choose from three different games.  All of the games have a similar focus but give the students an opportunity to practice them in a variety of ways.  The first activity was explained in the previous section.  The other two activities have been introduced and played in previous lessons.

1.  Dice Sums:  Just introduced in previous section

Check out the resource section for pictures of my class playing these games.

Formative Assessment Opportunity:  As students are playing the games, take note of how students determine the total number of dots and how do they record the number on their recording sheet.

## Lesson Wrap Up

15 minutes

I will present a few more story problems, following the established story problem routine.  I will continue to choose small numbers in order to keep the focus on the process and addition strategies used.

Problem 1:  Yesterday during soccer, I saw 4 children on the blue team and 4 children on the red team.  How many children did I see?

Problem 2:  Today during soccer, I saw 5 children on the blue team and 4 children on the red team. How many children did I see?

I will present these two problems separately and allow for discussion of strategies used.  After the discussion, I will see if students notice the connection between the two problems.  If the idea that it is one more than the first problem, you may want to bring it up yourself.  The students were using addition and subtraction within 20 to solve word problems involving situations of adding to, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (CCSS.Math.Content.1.OA.A.1 &  They are also identifying and entry point to the problem by visualizing the problem and identifying the action of the problem CCSS.Math.Practice.MP1.

## Continued Practice

5 minutes

Introduce and practice the correct formation of the numerals 7 and 8.  I will introduce it as a whole group and then have the students practice independently on line paper.