LESSON

PLAN OUTLINE
JMU Elementary Education Program


- Quinn Albo
- Math
- Grade 1

A. TITLE/TYPE OF LESSON
Math Centers focusing on addition through the use of dice, cubes, and the picture
representations

B. CONTEXT OF LESSON
The first-graders have been playing dice- and domino-oriented math games for the past
several days. They understand and have practiced using dice and dominoes and counting
the dots on each to find a sum or record numbers. Students are still working on the skills
of computation needed when finding the sum of two dice or two sides of a domino, but
these centers will encourage the growth of this skillset. Students’ interest and learning
preferences are greatly supported through the “Rollin’ Rollin’ Rollin’,” “Five-In-a-Row,”
and “Ladybug Bingo” games. Their interest when playing these or similar games in the
past week is apparent, as they excitedly come tell me they “got bingo” or ran out of
counters, etc. I expect the Animal Addition sheet to pique interest because of the images
involved, however this center will be more tedious and will most likely require more
hands-on attention. This lesson will continue laying the groundwork needed for moving
towards fluent recognition of part-whole relationships, written and oral computation of
numbers below 30, recognition of patterns, and other areas reached in the coming
weeks.

C. LEARNING OBJECTIVES
Understand – What are the Know – What are the Do – What are the specific
broad generalizations the facts, rules, specific data thinking behaviors
students should begin to the students will gain students will be able to do
develop? through this lesson? through this lesson?
Students will understand that: Students will know that: Students will be able to:
- The last number stated - Pictorial - Count forward orally,
represents the number of representations or by ones, from 0 to 20
objects in the set objects can be - Write numerals 0-20 in
- The verbalization of the counted and out of sequence
standard number words in - Different colors, - Recognize and describe
order connects to the items objects, pictures, etc., with fluency part-whole
in the set being counted can signify parts of a relationships for
- Strategies such as counting whole numbers up to 10 in a
on, counting back, making - Dice have 6 sides, variety of
 ten, using patterns, each with a number configurations
doubles, and others are of dots from 1 – 6 - Identify + as a symbol
used with part-whole - The sum from rolling for addition
relationships two dice is reached
by counting the dots
on each dice



D. ASSESSING LEARNING
I will use the following as an outline of what to look for with each student while I lead
the center with Animal Addition sheet as well as during the math journal exercise.
Student Rote counting Finding sums Writing numerals

E. RELATED VIRGINIA STANDARDS OF LEARNING and NATIONAL STANDARDS
1.1 The student will
a) count forward orally by ones to 110, starting at any number between 0 and
110;
b) write the numerals 0 to 110 in sequence and out-of-sequence;
c) count backward orally by ones when given any number between 1 and 30;
and
d) count forward orally by ones, twos, fives, and tens to determine the total
number of objects to 110
1.7 The student will
a) recognize and describe with fluency part-whole relationships for numbers up
to 10; and
b) demonstrate fluency with addition and subtraction within 10.

F. MATERIALS NEEDED
- “Rollin’ Rollin’ Rollin’” game sheets (20)
- Animal addition sheets (20)
- Ladybug Bingo sheets (20)
- “Five-in-a-row” game sheets (20)
- Dice
- Cube counters
- Students need: pencils, scissors, math journals
- Sticky note to track which groups move to which centers


G. PROCEDURE
Before beginning, I will prepare the learning environment by setting out the materials at
each center. At the rectangular table near the door, the game sheets for Rollin’ Rollin’
Rollin’ and dice will be set out. Animal Addition sheets will be set at the semi-circle table,
and the other two games will be located on the floor and at the desk-tables.

Students are familiar with using centers in the classroom, so I will begin by asking again
what is expected of them during this period (low volume, staying on task, etc.) Before
releasing them to their designated first center, I will explain the details of each center.

Students will remember the Ladybug Bingo and Five-in-a-row games, so I need only
reiterate those instructions briefly before I move on to the new activities.
In Rollin’ Rollin’ Rollin’, students will be paired by myself in teams of two to play the
game. After rolling two dice, each player will cross out the sum of the two dice on the
game sheet and continue this process until all numbers are crossed out. The Animal
Addition center will require students to bring scissors, a pencil, and their math journals.
I will direct students to cut the horizontal lines and glue the sheet into their math
journals. Students will count the animals on the top and bottom and record each
respective number on the paper under their flip-sheet. As they record, I will guide them
as they create an equation using these numbers and their sums.

As we rotate through stations, I will also be taking care to walk around the room and
check on each center to make sure things are going smoothly, students are
understanding directions, and having a positive, engaging learning experience. Following
the four rotations, we will come together as a class to complete our daily Math Journal.

H. DIFFERENTIATION
As always, there is a range of skillsets in this classroom that need to be addressed in my
lesson. Firstly, when pairing off students, I will make sure to pair students together to
create maximum learning for both students, as well as preventing potential behavior
problems. Secondly, the Ladybug Bingo and Five-in-a-row games are well-known to
most of the students. However, students who are struggling with the counting aspect will
have their partners there for help. Part of the games is for each partner to check the
others’ placement of their counter or bingo board to make sure that they agree on what
the sum of the dice is. In terms of differentiation for the Rollin’ Rollin’ Rollin’ game and
Animal Addition, Mrs. Kite and I will each be leading one. This will allow us to support
those students who are struggling with the center, whether it is a problem cutting and
pasting properly, or challenges recording the numbers correctly. I expect the Animal
Addition center will create the most need for support, which I will prepare for by having
out counters to represent the animals physically. Students who finish their games more
quickly will be able to start again to gain additional practice, and if they similarly finish
Animal Addition quickly, I will have extra paper for them to create their own animal
addition problems or dice computations.