ALEX Learning Activity

  

Lucky Six

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Anna Sweat
System:Arab City
School:Arab Primary School
  General Activity Information  
Activity ID: 2544
Title:
Lucky Six
Digital Tool/Resource:
Lucky Six Game Cards
Web Address – URL:
Overview:

This is an interactive game where students will add a two-digit number and a one-digit number by rolling a number cube and adding a given number. Students will be given directions on what to do when they roll a specific number. Then, use a counter to cover the number on the gameboard. 

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 1
13. Add within 100, using concrete models or drawings and strategies based on place value.

a. Add a two-digit number and a one-digit number.

b. Add a two-digit number and a multiple of 10.

c. Demonstrate that in adding two-digit numbers, tens are added to tens, ones are added to ones, and sometimes it is necessary to compose a ten.

d. Relate the strategy for adding a two-digit number and a one-digit number to a written method and explain the reasoning used.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Add within 100.
  • Explain their reasoning using concrete models or drawings, or using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • Relate the strategy used to a written method (symbolic and numeric recording of the steps used).
Teacher Vocabulary:
  • Compose
  • Multiple of 10
Knowledge:
Students know:
  • how to add within 100 using place vaue strategies.
  • how to identify tens and ones.
  • how to compose two digit numbers.
  • how to decompose two digit numbers.
Skills:
Students are able to:
  • add within 100.
  • Model addition problems using visual models.
  • Record strategies for solving addition problems.
  • Communicate the relationship between models and symbolic (numeric) representations.
Understanding:
Students understand that:
  • relationships between models of addition problems and written strategies of those models can be used to justify solutions.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.13.1: Demonstrate regrouping, total sum, and solve using drawings and concrete models.
M.1.13.2: Model written method for recording horizontal addition problems.
M.1.13.3: Determine the value of the number in the ones and tens place.
M.1.13.4: Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value.
M.1.13.5: Represent numbers with multiple models.
Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
M.1.13.6: Recall single-digit addition facts.

Prior Knowledge Skills:
  • Define ones and tens.
  • Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
  • Add numbers 0-9 to ten to create teen numbers using manipulatives or place value blocks.
  • Count objects up to 10.
  • Recognize numbers from 0-10.
  • Become interested in how many objects she/he has.
  • Understand the concept of size and amount.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many?"
  • Understand that the last number name tells the number of objects counted.
  • Understand that 10 1's = 10.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group.
  • Count objects one-by-one using only one number per object.
  • Recognize that numbers and numerals have meaning.
  • Rote count to 10.
  • Communicate number words.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.13 Compose and decompose numbers from 1 to 15 into one ten and ones using objects, drawings, or pictures.
Learning Objectives:

Students will be able to add a two-digit number and a one-digit number within 100.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Before playing the game, students will be given a Lucky Six game board, one number cube, and counters of two different colors. Students will play with a partner. Player one will roll the number cube. If they roll 1 they must add 20 to the number rolled. If they roll 2 or 4 they must add 40 to the number rolled. If they roll a 3 or 5 they must add 50 to the number rolled. If they roll 6 they may add 10, 20, 30, 40, 50, 60, 70, 80, 90, or 100 to the number rolled. So, if the player rolled a 3, they would add 50 plus 3. That would equal 53. The student would say the math sentence, "I rolled 3 and added 50. 3 + 50= 53." Then, the student would take their color counter and cover 53 on the gameboard. Students can only cover one number on each turn. Students will take turns until one player has four counters in a line.
Assessment Strategies:

The teacher will check in with students to assess their ability to correctly add the two numbers given while observing the game. 
Advanced Preparation:

The teacher would need student copies of the gameboard.  The teacher will also need one number cube and 12 counters of one color and 13 of another. The number of counters and number counters would depend on the number of groups. The teacher should introduce the game during the whole group to ensure student understanding of how the game is played. 

 
Variation Tips (optional):

This game could be played during learning stations.
Notes or Recommendations (optional):

13. Add within 100, using concrete models or drawings and strategies based on place value.
a. Add a two-digit number and a one-digit number.
b. Add a two-digit number and a multiple of 10.
c. Demonstrate that in adding two-digit numbers, tens are added to tens, ones are added to ones, and sometimes it is necessary to compose a ten.
d. Relate the strategy for adding a two-digit number and a one-digit number to a written method and explain the reasoning used.
  Keywords and Search Tags  
Keywords and Search Tags: adding, counters, number cube