Math at Home Math Access for Teachers
and Home Child Care Providers

CME Group Community Foundation
Follow Me!

 

 

Counting Dice Roll
Children will count by ones using counters to match the roll of a die.
 
Content Area Standard Target
  • Number and Operations
  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • Count
  • Match die roll to counters
Increase your knowledge
Print this lesson (PDF file)
Share with parents (Word DOC)
Comment on this lesson
Obtain materials Obtain the Materials
 
  • Dice
  • Counters such as pennies, beans, buttons, marbles, or paperclips
  • Containers to hold the counters for each group of 3 children
  • Book: Richard Scarry's Best Counting Book Ever by Richard Scarry

 

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

   
Introduce the activity Introduce the Activity
 
  1. Read: Richard Scarry's Best Counting Book Ever by Richard Scarry.
  2. Choose children to come up and identify an item to count on each page of the book. As each child counts, observe each child's ability to use one-to-one correspondence while counting items on the page. Make notes for yourself as needed about which children may need further assistance or instruction on counting using one-to-one correspondence.
  3. Show children a die and explore each side with them
  4. Choose one child to come up and roll the die and then count the dots from the roll to identify the number.
  5. Choose a second child to come up and count out the counters to match the roll on the die.
  6. Repeat steps 4 and 5 until each child has had a turn either rolling a die or counting counters.
   
Engage the children Engage the Children
 
  1. Say: "Now we are going to play a counting game in small groups using a die and a bowl of counters."
  2. Place children in groups of 3. [Note: You will need to make decisions about how to group children. You may want to group those that can reliably count using one-to-one correspondence together OR you may want to group those needing assistance with those who are confident and can assist others.]
  3. Give each group a container with counters and one die. For more advanced children you may want to give them two dice.
  4. Identify the child in each group that will roll the die first. Each child takes a turn rolling the die and then counting out the matching number of counters for his/her own pile.
  5. Have children continue play until all counters are used.
  6. Ask children to count their total number of counters at the end of the game
  7. Ask questions:
    • Who has the most counters?
    • Who has the least counters?
    • Does anyone have the same number of counters?
   
Encourage vocabulary Encourage Vocabulary
 
  • Most - Having the greatest quantity or number "Who has the most counters?"
  • Least - Having the smallest quantity or number "Who has the least counters?"
  • Same - Identical in kind or quantity "Who has the same amount of counters?"

Glossary of MATH vocabulary

   
Make adaptations Make Adaptations
 

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

  • Place small pieces in their mouths.
  • Take all of the counters at once.
  • Not be able to count numbers up to 6.
  • Not have one-to-one correspondence.

 

Vertical line

Preschoolers may:

  • Want to work alone.
  • Be able to count higher than 6.
  • Not be able to count the total counters at the end of game if the number is high.

 

Home child care providers may:

  • Use large counters.
  • Give the counters to children one at a time.
  • Provide assistance when children need to count all counters at the end of the game.
  • Provide assistance when children are counting to emphasize counting one by one with the counters.

 

Home child care providers may:

  • Give each child a die. Have them roll the die, take the counters, then count his/her pile once the counters are all gone.
  • Allow children to use more than one die.
  • Provide assistance when children need to count all counters at the end of the game.

 

   
Books Books
 
  • Best Counting Book Ever by Richard Scarry (New York: Sterling, 2010)
  • Fish Eyes: A Book You Can Count On by Lois Ehlert (New York, Harcourt Brace, 1990)
  • Little 1. by Ann Rand and Paul Rand (Vancouver, BC: Raincoast Books, 1962)
  • Dog's Colorful Day by Emma Dodd (New York: Penguin Group, 2000)
   
Music and movement Music and Movement
 
  1. Sing “The Ants Go Marching” - www.bussongs.com
  2. Sing “5 Pieces of Bubblegum” - www.jeaniebmusic.com
  3. Sing and Act “5 Little Monkeys Jumping on the Bed” - www.bussongs.com

 

   
Outdoor connections Outdoor Connections
 
  1. Roll the die and ask the children to do a movement like jumping or hopping for the amount that was rolled.  For example, if a 5 is rolled, the children should jump 5 times.
  2. Look for objects outside such as rocks, leaves, or sticks. Put them in a pile. Roll the die and take the amount rolled from the pile that was collected.
  3. Stand on one side of the yard with the children on the other.  Roll the die and have the children take steps toward you in the amount that was rolled. For example, if you roll a 5, the children take 5 steps toward you. They stop once they reach you.
  4. Stand on one side of the yard with the children on the other. Roll the die and ask one child to take steps toward you in the amount that was rolled. Then the next child has a turn.  Do this until one child reaches you and wins.

 

   
Explore links Web Resources
 

 


 

Empty speech bubbleComment on this lesson

Comments: (Up to 1200 characters)

Submit:

 

 

 

To report a problem with the site, please email us.

© 2011. M.A.T.H.