5 Dice/Number Cubes Games and Guided Math

Posted on September 1, 2010. Filed under: Differentiated Instruction, virtual manipulatives | Tags: , , |

Talk about a great manipulative with endless possibilities. Dice games are great because they can be based on skill, luck or planning (http://www.activityvillage.co.uk/dice_game_score_charts.htm). I am just going to discuss 5 great ways to use dice (or as many districts prefer  on calling them: number cubes).  I especially like dice games because you can differentiate the lessons by differentiating the dice.

1. Virtual Dice!!! This is soooo cool! You can roll them and play all kinds of games with your students. For example, roll them and ask for students to name all the different ways to make the sum that comes up. (You’re really playing the equivalent name game.)





Roll and Compare Sum or Product Template: http://www.activityvillage.co.uk/dice_game_score_charts.htm

3. Roll and make the biggest or lowest number you can http://www.unpracticalmath.com/applets/virtual_dice.html

4. Questions to think about:

A. What number did you roll?

B. Spell it.

C. Write a number that is one more (the number after)

D. One less (the number before)

E. Equal to ( 2 +3 = 4 +1)

F. Add Ten More. Spell that number.

G. What number is ten less? Spell that number.

H. Tell a number story about these dice/ this number

I. Is the number or sum odd or even and why?

J. If I was skip counting by 2’s, (or 5’s, or 10’s) would I say this number?

K. How far away from a ten is this number?

L. What happens if we double this number?

M. Add lucky 8 to this number (remember how to add 8’s quick)

N. Add lucky 9 to this number (remember how to add 9’s quick)

O. Add zero to this number. What happens anytime we add zero?

5. Fact Family Templates (Remember this is practice at the abstract level)



UEN also has a great fact family dice template.

Management Tip: Make a tumbler out of 2 plastic clear (see through) cups sealed with tape around the middle. Put the dice in the tumbler (I get foam dice to decrease noise level). NO MORE DICE ON THE FLOOR. Students look in the tumbler and read the number at the bottom or the number that is showing! Works like a charm everytime.
Resources: Favorite Dice Supplier: http://www.boxcarsandoneeyedjacks.com/

I also buy these large, foam, multicolored dice that have numbers up to at least 10 on them from the Oriental Trading Company.  They are great for differentiation.

Please write in about your favorite dice games!  The first 7 people to leave a comment about this post and dice games you use in the classroom will receive a packet of 10 really cool classroom dice:)

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Teaching Fact Families in Guided Math Groups

Posted on April 1, 2010. Filed under: Differentiated Instruction, Elementary math, Guided math, Math Centers | Tags: , , , , , |

Fact Families are really important for students.  There are many ideas that you can teach with them.    Here are 5 concepts to teach with fact families and some great websites to do it!

1.  Fact families can help to reinforce the basic facts.

2.  Fact families can help to teach the concept of equality.

3.  Fact families help to teach turn around facts (commutative and anticommutative property of addition and subtraction and multiplication and division).

4.  Fact families help to teach inverse facts.

5.  Fact families help to practice the missing addend concept.

When teaching fact families, always start with concrete materials.  Then next, show it visually on the cards. Finally, teach it at the abstract level with the fact triangle house and cards.  

Concrete level…Pull out the plastic bears and tell stories.  At this point, I don’t show the cards.  I tell the stories and we act them out with the manipulatives.  I tell the students that we are going to look at a special way to record the stories in a few day.  The first few days we just tell stories.

Story 1: There were 3 green bears in the park.  Then 5 blue came.  How many are there in total? 

Story 2: There were 5 blue bears in the park.  Then, three green ones came. How many are there in total?

Story 3: There were 8 bears in the park.  3 bears left.  How many stayed in the park?

Story 4:  There were 8 bears in the park. 5 bears left.  How many stayed in the park?

Story 5:  There were 8 bears in the park.  5 bears were blue.  How many were green?

Story 6:  There were 8 bears in the park.  3 were green.  How many were blue?

Story 7:  There were 8 bears in the park.  Some went away.  5 stayed. How many left?

Story 8:  There were 3 bears in the park.  Some more came.  Now there are 8.  How many came?

These are all story types based on the work by Carpenter, Fennama and Franke (1996), Cognitively Guided Math Instruction. 

Also see this site by NCTM for teaching fact families at the concrete level with macaroni….http://illuminations.nctm.org/LessonDetail.aspx?ID=L120

Pictorial level

Mathcats has some great ideas… You can actually print the Fact Family cards out and then have the children draw or illustrate them as pictured below. Check them out at  http://www.mathcats.com/explore/factfamilies/printaddcards.html

You can have the children draw bears, unifix cubes, paste stickers, paste pattern block pictures etc.   


Abstract Level

There is a great song on songsforteaching.com by Carl Sherril about fact families http://www.songsforteaching.com/carlsherrill/factfamilies.htm

This blog http://cityteacher.wordpress.com/2007/09/09/using-triangles-to-teach-fact-family/ has a very detailed version of how one teacher teaches fact families all year long.  This teacher has made it a part of her daily routine and so the children do them everyday and become quite comfortable with the various concepts.

This is a great, detailed planning map for fact families: http://www.childrensengineering.org/technology/Math_Fact_Family_Map.pdf

When I am teaching this concept at the abstract level, I actually draw a house with a triangular roof.  I put the largest number on top and the other two numbers in the sides.  Then, I draw 4 windows and a door.  In the top two windows I put the addition facts…each one underneath the corresponding number in the triangle…so for example under 5 would be 5+3  and then under 3 would be 3+5  and then on the door I put the larger number again and I remind the students that we are going to use the big number to subtract.  So, in the two windows on either side of the door, I put the subtraction facts.  On the door, I put a – sign as the doorknob.  This reminds them to subract.  I have found this to be a very helpful tool for introducing fact families at the abstract level (see picture: fact family picture1).

Here is a picture of a great center idea.  I would either buy this or make my own. http://www.oblockbooks.com/shoppingcart/html/pages/CreativeTeachingPress_ctp4695.htm

Another great website that talks about teaching with domino fact families and dice fact families: http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N17501P.htm#a1

There are some great domino fact families and dice fact families information atHere is a great template for recording fact family math resources at the Utah Education Network’s website:


Fun Practice Sheets: http://www.tlsbooks.com/factfamiliesabcd1.pdf ; http://www.worksheetuniverse.com/factfamiliesgr1.pdf


References & More Resources
















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Math Picture Book of the Day: One Red Dot

Posted on January 21, 2010. Filed under: Math Picture Books | Tags: , , , |

This book by David A. Carter is great for teaching Plus 1 facts.  It is this fantastic pop-up book, that counts all these amazing things that pop off the pages, plus one red dot.  We follow up with a 3 level lesson.

Concrete level: Students roll the dice and count out the unifix cubes and build a tower.  They then add 1 red unifix cube. 

Pictorial level:  Students then draw a picture of their tower.

Abstract level:  Students add the number sentence.

Follow- Up: Get red dots from Staples. Students roll the dice and then draw that  many squares.  Then they add one red dot. We also make our individual and class versions of One Red Dot.

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