Resources

Use a regular dice and a second dice with only 1s, and 2s initially and 3s as the children progress. Give the children dice dot cards or number cards depending on their level.

Target Strategies

fluent counting

counting on (rather than counting all)

meta language of mental strategies

Closed Questions

These are made up to mach the throws of the dice)

I have thrown a 3 and a 1, show me the card with that many dots.

I have thrown a 4 and a count on two. How many dots altogether?

I have six dots altogether. I threw a count on one. Show me what is on my dice.

Open Questions

(These are also made up to match the throws of the dice)

I have six dots altogether on my dice, what might I have thrown this time?

My dice have seven dots and one is a count on. What might my dice be?

I threw a count on one and my number of dots is less than five. What might be on my dice?

Flip Questions

(Also based on the throws of the dice)

I can see six dots on my two dice. What questions could you ask to find out what my dice are?

When the language of count ons is well established increase the complexity of this activity by only allowing the children to ask count on type questions, e.g., "Is it a count on two fact?". Also help the children develop their adaptive reasoning by asking them which possibility has just been eliminated. Allow time for them to physically remove the matching cards or numbers from their cards.

Reflection

Which count on facts are easiest to remember or work out? Why is that?

What can you do to help you find answers to the dice questions?

What sort of questions help you to find out what's on the hidden dice each time?