Part II (More/Less 1&2): Example: if you roll a 5 and spin 2 more, you count forward 2 from 5 to end at seven. As students play, they record the number they rolled on the recording sheet. Then they record what they spun (more/less, 1 more, 1 less, Students then record what they covered on etc….). the game board. They justify this in the section by writing an equation or another “because” justification for covering. (Example: A player could say she rolled one more than 8. 9, That’s because one more is the next number, so in the space she First player to get 3 wrote “it’s next.”) counters in a row wins. (SMP 1-8) TEACHER REFLECTION QUESTIONS Are students able to identify numbers 0-10? Are students able to identify 1 more or less than a given number? Are students able to identify 2 more or less than a given number? Are students abe to write numerals correctly? FORMATIVE ASSESSMENT QUESTIONS How do you know that you counted correctly? What does mean? What does “more” “less” mean? What numbers do you need to win? Why did you choose that number? If you spun what number would you need to roll to win? “2 more” DIFFERENTIATION Extension Have the students model their actions using a ten-frame or Rekenrek. This will also help students to record their actions. Intervention Allow the students to model with a ten frame or through the use of a number line. Back to Intervention Table (0-8) More or Less -3 in a Row Materials: Rules: Player 1 rolls the dice and spins the spinner. Player 1 covers a number spinner space that relates to the spinner. dice (Example: if player 1 rolls a 5 and spins they can cover any number less “less”,
Part II (More/Less 1&2): Example: if you roll a 5 and spin 2 more, you count forward 2 from 5 to end at seven. As students play, they record the number they rolled on the recording sheet. Then they record what they spun (more/less, 1 more, 1 less, etc….). Students then record what they covered on the game board. They justify this in the “because” section by writing an equation or another justification for covering. (Example: A player could say she rolled one more than 8. That’s 9, because one more is the next number, so in the space she wrote “it’s next.”) First player to get 3 counters in a row wins. (SMP 1-8) TEACHER REFLECTION QUESTIONS Are students able to identify numbers 0-10? Are students able to identify 1 more or less than a given number? Are students able to identify 2 more or less than a given number? Are students abe to write numerals correctly? FORMATIVE ASSESSMENT QUESTIONS How do you know that you counted correctly? What does “more” mean? What does “less” mean? What numbers do you need to win? Why did you choose that number? If you spun “2 more” what number would you need to roll to win? DIFFERENTIATION Extension Have the students model their actions using a ten-frame or Rekenrek. This will also help students to record their actions. Intervention Allow the students to model with a ten frame or through the use of a number line. Back to Intervention Table (0-8) More or Less -3 in a Row Materials: spinner dice Rules: Player 1 rolls the dice and spins the spinner. Player 1 covers a number space that relates to the spinner. (Example: if player 1 rolls a 5 and spins “less”, they can cover any number less