Roll a Spot 11-16, Day One
Lesson 6 of 11
Objective: SWBAT create, say and record quantities and numbers of 11 to 16 by rolling a dice and filling in 10-frame dogs dots.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of calendar math can be found here.
Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.
As with other lessons in this unit, I begin this lesson by reviewing counting through ten-frames using the Learn Numbers video from Turtle Diary.
I do this to get the kids focused on counting and on the patterns of quantities visualized within the ten-frames.
Next we watch a one minute Ten Frame Flashcard video. The video runs very quickly so I pause occasionally to let the kids see the larger numbers. The ten-frames are accompanied by fun music. Click the link to view the video.
This encourages the kids to develop an advanced number sense where they can immediately recognize quantities of objects at a glance in a ten frame. This helps them focus on mathematical operations rather than repeated counting of small amounts of objects.
Then I show them one filled ten-frame and a partially filled ten-frame and have them name the teen numbers (11-19) that I "flash" on the ActivBoard. I choose students to name the quantities by pulling names from a name stick can. This helps the kids build a foundation framework for base ten numbers which they can build on in first grade. Use the large ten-frame teens if you don't have a doc cam.
I demonstrate the game using the doc cam exactly the way I have planned for them to play it. It is similar to other Dog Gone Good games as it uses the same recording sheet. The only difference is that this time they roll a dice to indicate the number of ones they will have. The first ten-frame is already filled in for them. (In the next lesson, Roll a Spot, Day Two, the first ten-frame is empty and they have to fill it in.)
Once I have completed the initial demonstration, I choose a medium-high to high student to act as my partner for two rounds of play under the doc cam.
Student A rolls first (me). I roll a 4. I fill in four dots in the empty ten-frame. I write a 10 next to the full ten-frame and 4 next to the one I filled in. Then I complete the number sentence at the bottom of the page, 10+4=14. I then read my number sentence to my partner to get confirmation or suggestion for improvement.
Next, Student B rolls. She rolls a 6. She fills in six dots in the empty ten-frame. She writes 10 next to the full ten-frame and 6 next the one she filled in. Then she completes the number sentence at the bottom of the page, 10+6=16. She reads her number sentence to me. I respond with confirmation (yes, that's correct) or suggestion, (try counting the number of dots you put in the ten-frame to make sure it's correct).
I demonstrate very specifically like this so the kids are not missing a single step. I want to make sure they have seen step by step what they are expected to do. This is important as kindergarteners are concrete thinkers and they will do exactly what they see. Due to this fact, attention to detail is essential.
**The Spot sheets are placed in plastic sheet protectors (medium grade) and the kids use dry erase markers to play.
Independent practice in this lesson is released slowly. If the kids assume responsibility before they are ready, they may begin to act out in their behavior. It is imperative that they have an autonomous ability to conduct the game before they are released to independently play.
With that said, I have the kids go sit at their tables with their partners and wait patiently with their hands in their laps until the materials are delivered by my helper. The materials are already pre-packaged per team in plastic zip bags (one game board, one dry erase marker, one dice). The helper pass out one bag per team.
I guide the kids step by step through the first two rounds:
"Partner A, roll the dice and tell your partner what number you rolled. Partner B, make sure you are paying close attention and coaching your partner when they need help."
"Fill in that number of dots in the bottom ten-frame."
"On the line next to the full ten-frame, write how many dots there are." I don't tell them that the frame has ten dots. I want them to understand and know that.
"Now, on the line next to the bottom ten-frame, write the number of dots you rolled and drew." I monitor what each student is doing.
"Good job. Now fill in the number sentence at the bottom. What number are you going to write first?"
"Now write the number you rolled on the next line in the number sentence."
"Finally, write the total number of dots you have. Count all of them together if you need to. Or you can look at our teen numbers poster (see below) and read your number sentence to your partner."
"Partner B, let your partner know if you agree with them or coach them if they need help."
"When you're done, erase the board and pass all the supplies to your partner.
I guide them like this as many times as necessary until I am confident they can continue on their own. Once they are working independently, I roam the room and ask the kids to explain what they are doing and the mathematical thinking behind it. I might say, what number did you make? How did you make it? See the video examples below.
**Partners are assigned with great care in mind. I partner kids according to ability levels. See the demo video below to see how I partner and/or group kids.
I have the kids clean up their materials 3 minutes before the end of game play time. We then gather on the floor for a discussion.
The closure is critical because it's the time when I bring the kid's thinking back to the mathematical thinking and operations.The kids should never go home thinking they "played a game." They should go home thinking, "I learned how to make teen numbers." It is also a time to allow the kids to give their suggestions for improvement or to state what they liked about the game. This creates buy in for them and motivates them to participate in class math activities.
I solicit reflections and suggestions by choosing random names from a name stick jar. The kids are aware that anyone can be called on at anytime so they focus and pay attention with little prompting from me. They also know that if they get stuck in their explanation or forget the academic vocabulary, they are welcome so ask their peers for help as long as they ultimately make the final statement. This is a great safety net for my second language learners.