Addition

Using Dice

Name: Betsy Schutz Grade level: Kindergarten
Date: April 11, 2018 Length of lesson: 30-40 minutes

Title/theme/focus of lesson: Addition with Dice

Content standards: California Common Core Mathematics
Counting and Cardinality
2. Count forward beginning from a given number within the known sequence (instead of having
to begin at 1)
3. Write numbers from 0 to 20.
Operations and Algebraic Thinking
1. Represent addition and subtraction with objects, fingers, mental images, drawings, 2 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.

Learning outcomes/objectives: Students will…
• Be able to solve addition problems using dice to give them the numbers they should add
together.
• Be able to write addition problems such as 2+3=5.

Assessment: For assessment, I will formally and informally assess the students. I will see which
students understand creating addition sentences by looking at their worksheets that I collect. I
will informally assess the students by walking around and noticing which students are struggling
and which understand addition while they are working with their partner. Students that are
struggling I will stop and help and help them understand.

Materials:
• Dice
• Addition Dice Worksheet
• Pencils
• Felt Mat

Room environment: When the lesson begins, students will be at their desks listening to the
addition lesson. I will be talking about counting on to add numbers together. Then students will
break into groups of two and work with the dice to complete the addition worksheet.

Modifications for diverse learners:
• ELLs (English Language Learners): visuals/manipulatives, relaxed environment, working
in small groups
• ILP Student: visuals/manipulatives, working in small groups, seated close to the front of
the class during whole group lesson.



Instructional Procedure

• Anticipatory Set/Orientation: To capture the students’ attention, we are going to use
dice to draw a monster on the board based on what number we roll. I will then tell them
that today we will be using dice to add numbers together. I will ask the students how
they think we can use dice to add numbers and then go into teaching.

• Teaching/Instructional Process (input and modeling): I will be modeling the worksheet
and I will put the worksheet on the board and complete the example. I will remind
students how we can count on by putting the bigger number in our head and add the
extra number. For example, with 4+3, you would put 4 in your head and add on 5, 6, 7. I
will also model how they should be working with their partner (not throwing dice,
working quietly, etc). After I complete the worksheet and model for them how to do it, I
will ask the students if they have any questions. When all questions are answered, I will
pair them with a partner and they will go work on the worksheet at a designated spot in
the classroom. .

• Guided Practice and Monitoring: Students will go with their partner to complete the
worksheet using dice. They will be creating addition sentences with the numbers they
roll. While students are doing this, I’ll be walking around making sure students are
completing it correctly and helping partners who need help.

• Monitoring/Check for understanding: To understand if students understand the
assignment, I will walk around while they are working on their dice addition worksheet. I
will also collect the worksheet to see if the students understand. This will help me assess
whether or not students understand the concepts.

• Closure: To wrap up the lesson, I will ask have each of the students go back to their
seats and do a whole group instruction. I will review addition and the idea of “counting
on” and I will address any other things I noticed students struggling with during their
partner time. As an exit ticket, I will have students tell me an addition sentence that
they created with their partner from their dice worksheet.

• Independent Practice: I will give the students an additional dice worksheet that they
can work on at home to give them more practice.


Sources: Once Upon a Learning Adventure



Anticipatory Set:
Monster Dice Drawing

Guided Practice:
Roll the Dice Worksheet


Independent Practice for at home: