1. “Clockominoes”

2. Materials

3. Planning Goals: In this activity children will develop and understanding of whole numbers. Understand that a number refers to a quantity by counting the dots on the domino tile. Develop their one-to- one correspondence by match the tiles and comparing number amounts. Learn to add from 1 through 12. Understanding the position of the numbers on a clock To understand concepts such as: "How many?", more, less, and equal to. The child will also develop sorting and patterning by sorting the dominos by attribute such as number of dots and color. To learn how to count and group, subitize, sort, compare and order.

4. Activity: Lay out a set of color dominos with dots facing down. Have the child turn over a tile and count the number of dots they see on a tile. Place the tile on the same number that is displayed on the clock. The child will continue to place tiles on the clock until there are no more tiles. If the activity is done with a partner the children can fill their tiles until all tiles are gone. Once they add all the dots they can create a chart with their results. Planning

5. Implementation and Assessment The activity was implemented with a 5 year old girl who is in kindergarten. This activity sets out to develop: number recognition, counting groups, subitizing, cardinality and early arithmetic. The goal is to count the amount of dots on a tile and match it to the corresponding number on the clock. She had knowledge of her numerals and that a group of objects can represent a numeral. For example, she knew that four dots on a tile is a representation of the number four. She was able to count the dots on the tile and place it on the appropriate spot on the clock. I wanted to evaluate her subitizing and understanding of cardinality. When she got more comfortable doing the activity on her own she began by counting out loud each dot one by one with her fingers.

6. Implementation and Assessment She then progressed to counting silently. I could see her progression from counting the dots one by one to being able to see groups and immediately know the number amounts in that group. As the activity went on she was able to subitize more quickly. For example, She picked up a tile with seven dots and I asked her how she knew it was seven and she explained that she knew that the two sets of three dots going down meant there were six dots plus the one single dot equaled seven. She was able to keep track of objects that have and have not been counted, even in different arrangements. I observed that she was able to count the dots but she was not seeing the groups on the tile. For example, the first tile she picked up she was able to see the grouping of three but dismissed the group of two. She saw the value of the tile as being three when it was a total of five dots.

10. Reflection/Evaluation/Adaptations Evaluation: I was able to follow Alex's mathematical progression from numeral recognition to subitizing. This activity set out to develop: number recognition, counting groups, subitizing, cardinality and early arithmetic. This activity is a fun and activity for building many mathematical skills that can be altered to develop progressing math concepts. In the future I would do several things differently: First I would know exactly who I was going to do the activity with. Although I believe the activity helped me see her mathematical knowledge I did not prepare enough to modify the activity to make it a little bit more challenging for her. In review of my implementation I would have certainly prepared more, know my students and planned how I would modify the activity to help develop my students mathematical critical thinking. Although I asked what I thought were good questions like "How many dots do you see?, How did you get that number? and which number has the most tiles?" taking it a step further and assessing her ability to compose and decompose numbers. Instead of adding a six and a one, she could have subtracted to develop her addition and subtraction skills.

11. Adaptations: For a younger group of children I would have opted to separate the tiles by color and give each child a set of same color tiles. The children would then put the tiles on the corresponding number on the clock in order teach them basic counting, visual number recognition and one to one correspondence. For a group of children in kindergarten, I would separate the scrambled tiles and distribute them amongst the children. Giving each child an equal amount of tiles but with different colors and amounts so that they have various different tiles. After completion of the clocks the children can make individual bar graphs to see how many tiles each child has on a certain number on the clock. For example, each child could make a bar graph labeling it from one to twelve, each child will count how many tiles they have on a particular number and then graph. We would then compare as a class, this extension builds on their data analysis skills.