Shannon Hart

School of Education
The College of New Jersey
December 9, 2014

Math: Roll and Record with Two Dice

1. Grade: Mrs. Martinos Kindergarten class
2. Lesson Essential Question(s): How can you find the sum of two dice rolls? How can
you graph dice roll sums? Is each sum equally likely to roll?
3. Standards:
CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.
CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.
4. Objectives and Assessment:
Objectives

Assessment

Students will be able to find the sum of two

rolled dice.

Students will make a graph of the sums they

roll.

Students will be able to graph data.

Students will create a bar graph of the sums

they roll.

5. Materials: number chart, dice, graphs, pencils

6. Lesson Beginning: The lesson will begin with a class counting activity. The class will
count using the number chart as they have been doing since the start of school. This will
help prepare students to count the dots on their dice.
7. Instructional Plan:

The class will count to 70 using the number chart.

The teacher will explain that the class will be creating their own graphs to keep track
of the sums of the two dice they roll.
The teacher will model how to roll the dice, count the number of dots and record the
sum on the graph.
Since some students will have a die with numbers and a die with dots, the teacher will
also model how to count on from a number.
Each student will be given their own dice and graph. Students will work
independently to roll and record until one of their columns reaches the top of the
graph.
When students finish their graph, they will go to the board and write which number
reached the top of their graph first. This way, students will be able to see that some
sums will be rolled more than others.
Once everyone has finished, the class will discuss whether or not one number was
more likely to be rolled than another. The teacher will ask if there is more than one
combination of numbers to reach certain sums.
The teacher will review that when there is the same amount of numbers on the dice
and all sides are the same, there is the same chance of rolling each number. The
teacher will explain that when there is two dice, certain sums are more likely to be
rolled.

o Differentiation: The class will count using the number chart to remind students of how
to count from 1-6. The teacher will model the activity to help visual learners to
understand the directions. Some students will use two dice with dots, some will use one
die with dots and one die with numbers, and some will use two dice with numbers. The
number dice will help to challenge the more advanced students. The dice with dots will
help students who are struggling with addition.
o Questions:

How can you keep track of the number of times you roll a sum with two dice?

What is a graph?

Where have you seen graphs before?

Do you think that you are likely to roll one sum more than another?

Which sum did you roll the most?

o Classroom Management: Students will be sitting at the carpet where the teacher can
move students who may be disruptive when sitting next to others. Students will move to
and from the carpet one table at a time. If students seem to be unfocused or tired, the
teacher will have them get up and stretch for thirty seconds before resuming the lesson.
At the beginning of the lesson, the students will be reminded to raise their hand if they
have a question, answer, or something to say. If students become loud, they will be
reminded to lower their volume. If necessary, the give me five method will be used to
get the students attention and redirect them back to the activity.
o Transitions: In order to transition between activities, the teacher will give clear
instructions for the activity before instructing students where to go. When students finish
their graphs, they will go up to the board to write their winning number.
8. Closure: At the conclusion of the lesson, the class will discuss whether or not one
number was more likely to be rolled than another. The teacher will explain that when
there is the same amount of numbers on the dice and all sides are the same, there is the
same chance of rolling each number. The teacher will ask if different combinations of
dots added up to the same number when two dice were used. The knowledge and skills
that the students will take away from this lesson will help them in future probability
lessons.