Making use of one-to-one correspondence in counting objects; recognizing some quantities without having to count (i.e. subitizing), using a variety of tools or strategies; using, reading, and representing whole numbers to 10 in a variety of meaningful contexts.
Demonstrate, using concrete materials, the concept of one-to-one correspondence between number and objects when counting.
Educator introduces the game to students, students complete in small groups with assistance from the educator.
- One die (large die would be preferable)
- One bingo dabber per student
- Worksheet (Appendix A – numbers and dots, numbers only, addition to 6, blank dots)
*Download lesson plan for appendices.
Children take turns rolling a die. The student that rolled then counts the number of dots on the die aloud for all the students in the group to hear. Once the number of dots on the die is determined, all the students find the number on the worksheet and stamp it with the bingo dabber. To differentiate the task, you can give students who are unfamiliar with numbers the sheet with numbers and dots. Once students become familiar with these numbers, you can increase the difficulty by using the sheets with only numbers.
- Introduce the activity to the group. Show the students the die and the worksheet with the corresponding numbers. Explain the game to the students, clarifying that they will have to take turns rolling the die, then they will stamp that number on their sheet using a bingo dabber.
- Model the activity with one student. Ask the student to roll the die, then count the number of dots aloud. Ensure the student points to each dot as he/she counts. Then ask him/her to point to the corresponding number on the worksheet.
- Begin the game with the first student rolling the die and counting the number of dots aloud.
- Let each child find the corresponding number on their own worksheet. If the student does not immediately know the symbolic representation of the number, prompt them to count the number of dots on the sheet.
- Continue taking turns until all the dots are covered. If a student rolls a number that is already covered on their sheet, they pass the die to the next student.
- Introduce variations of the game depending on the level of difficulty the students are able to understand. If the dots are unnecessary, use the sheet with only numbers. Further extensions are mentioned below in “Extensions.” The game can also be more competitive by having students only stamp a dot when they roll, and the winner is the student who covers their sheet first.
Questions to Extend Student’s Thinking
- When a student has counted the number of dots, ask: How many dots are there on the die? Ask if the children can tell without counting – can they subitize?
- When a student has successfully counted the number of dots, ask: What would the number of dots be if I started counting from here [point to a different dot than where they started]?
- Once the student has completed their turn, ask: How did you get that answer? This will lead them to reflect on the strategy they used, or determine if they were able to subitize.
- Do children count each dot, without skipping or recounting any? Do students recognize that the final number that they count is the total number of dots on the die (i.e. the answer)? Do students get the same answer if they begin counting from a different dot? Can students determine the final number without counting? Can students link the number of dots to the symbolic representation of the number?
- One-to-one correspondence, cardinality, order irrelevance, subitizing, and the representation of whole numbers are key concepts in number sense and numeration. Students should begin to grasp these in Kindergarten.
- Once students become familiar with the numbers 1 – 6, you can increase the difficulty by including a few dots with addition up to 6 (Appendix A). Include manipulatives to help students to add the numbers together.
- Students can also use two dice to roll, increasing their number knowledge to 12. You can use a worksheet with numbers from 1-12 or using addition to 12 (see Appendix A: to enter your own numbers).