This dominos activity will help students investigate, analyze, invent, critique, develop number sense, and deepen their mathematical thinking.
This activity will help students investigate, analyze, invent, critique, develop number sense, and deepen their mathematical thinking. Using visual and conceptual models can help reveal mathematical ideas. Problems that can be solved in a variety of ways should be provided. Allow students time to share, explain, and compare their work.
Refer to the Mathematics Glossary in the Core Curriculum for definitions of the following terms.
Addend | Algorithm |
Array | Associative Property |
Commutative Property | Dividend |
Divisor | Expanded form |
Exponent | Expression |
Factors | Identity Property of Addition |
Identity Property of Multiplication | Numeral |
Product | Quotient |
Remainder | Rules of Divisibility |
Sum | whole number |
Zero Property of Multiplication |
1. Demonstrate a positive learning attitude toward mathematics and represent mathematical situations.
Invitation to Learn
Have dominos set up on end, when you are ready to start the lesson, start a chain reaction. Math is a process of chain reactions and basic numeration. Start adding and building onto the concepts and facts. [Commutative property (a x b = b x a)]
Distributive property (6 x 7 = 6 x (3 + 4) = (6 x 3) + (6 x 4) = 18 + 24 = 42)
Instructional Procedures
Dominos At Play
Curriculum Extensions/Adaptations/Integration
Family Connections
Burns, Marilyn, (1999) ARITHMETIC The three-legged stool. The Newsletter for Math Solution Participants -- Number 25 (Online version) Spring/Summer 1999, retrieved January 7, 2006 from http://www.mathsolutions.com/mb/print/newsletter/spring_99_nl_l_p.html
Memorization should follow, not lead instruction that build's children's understanding. The emphasis of learning concepts and relationships in mathematics must always be on thinking, reasoning, and making sense.
Foy, P., Martin, M.O., Mullis, Ina V. S. (2005). IEA's TIMSS 2003 international report on achievement in the mathematics cognitive domains - Findings from a Developmental Project, TIMSS & PIRLS International Study Center, Chestnut Hill, MA, (pg 65), retrieved January 7, 2006, from http://timss.bc.edu/PDF/t03_download/T03MCOGDRPT.pdf ISBN: 1-889938-38-6
Students need to be familiar with the mathematics content being assessed, but they also need to draw on a range of cognitive skills. The first domain--knowing facts, procedures, and concepts--covers what the student needs to know, while the second--applying knowledge and conceptual understanding--focuses on the ability of the student to apply what he or she knows to solve problems or answer questions. The third domain--reasoning--goes beyond the solution of routine problems to encompass unfamiliar situations, complex contexts, and multi-step problems.
Ma, L. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Erlbaum. Pg 35, 112
Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. On the one hand, computational methods that are over-practiced without understanding are often forgotten or remembered incorrectly. On the other hand, understanding without fluency can inhibit the problem-solving process.
Being able to calculate in multiple ways means that one has transcended the formality of the algorithm and reached the essence of the numerical operations--the underlying mathematical ideas and principles. The reason that one problem can be solved in multiple ways is that mathematics does not consist of isolated rules, but connected ideas. Therefore being able to and tending to solve a problem in more than one way, therefore, reveals the ability and the predilection to make connections between and among mathematical areas and topics.