Dominoes activity catered for Year 4 and above

1. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity Cards for Dominoes
Activity 1: 2-Digit Addends
1-4 standard sets of Dominoes (Double 6 type)
Aim: Make to 100/ 500 / greatest with the fewest number of dominoes. Use place value knowledge and
additive concepts.
 Each domino can be used to represent either of two different numbers. For instance could represent
23 or 32. The exception is doubles where would only represent 22.
 Dominoes are placed face down on the floor/ table.
1 player: Pick 2 dominoes. Decide on what number (addend) each domino represents and add the two addends so as
to make the final number (sum). Place them face up on the Gamesheet (Appendix 1) and write down the equation.
Repeat until the target number (between 100 – 500) is reached or exceeded. The objective is to use as few dominoes
as possible.
2 -4 players: Take turns to pick 2 dominoes, decide on the addends and come up with the sum. The player with the
larger/ largest sum wins a point. For 3 players, award 2, 1 and 0 points for the largest to smallest sums respectively.
For 4 players, 3,2,1 and 0 points for largest to smallest)
Variations/ Extensions: (unless stated, variations can apply to single or multiplayer games)
1) Single player: use 3 or more dominoes to make the sum.
2) Single player: the objective is changed to: use as many dominoes as possible or even all the dominoes.
3) Make to 1000 or the largest or smallest odd or even number (sum)
4) Multiplayer: Use 3 or more dominoes per sum and 2-4 sets
5) Cumulative: Keep a cumulative of all the sums.
6) Target largest odd or even numbers.
7) For weaker students: start with picking only 1 domino and add the values on both ends of the domino to find the
sum.
Suitable for: Year 3-4
Gen Cap:
Estimating and calculating with
whole numbers
AC links (yr4):
Apply place value to partition,
rearrange and regroup numbers to at
least tens of thousands to assist
calculations and solve problems
(ACMNA073)
Proficiencies:
Understanding, fluency, reasoning,
problem-solving.
Key Teaching Point/s:
-Place value understanding.
-Addition is the joining of collections
to form a total.
Language: Addends, sum, odd,
even, smallest, largest.
Assessment (collect gamesheets and
observe):
Can the student find the biggest
addends from the alternative
numbers? How do they add the
numbers – mentally or written
algorithm or..?

2. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 2 : 4-Digit Addends
1-4 standard sets of Dominoes (Double-6 type)
Aim: Make to 10,000 with the fewest number of dominoes. Use place value knowledge and additive concepts.
 A pair of dominoes can be arranged end by end to represent either of 8 different 4-digit numbers. For
Example * and could represent 2,305 or 3,205 or 2,350 or 3,250, 5023, 0523, 5032, 0532.
 Dominoes are placed face down on the floor/ table.
1 player: Pick 4 dominoes. Decide on what 4-digit number (addend) any pair of dominoes represents). Place them
face up on the Gamesheet (Appendix 2) and write down the addends. Next, add the two addends so as to make the
final number (sum). Repeat until the target number (10,000) is reached or exceeded. Objective is to use as few
dominoes as possible.
2 -4 players: Take turns to pick 4 dominoes, decide on the two 4-digit addends and come up with the sum. The
player with the larger/ largest sum wins a point.
Variations/ Extensions:
1) Single player: To use as many dominoes as possible or even all the dominoes.
2) Single player: Make to 100,000 or the largest or smallest odd or even number (sum)
3) Multiplayer: Keep a cumulative of all the sums and the player with the greatest cumulative sum wins.
4) Multiplayer: Make to the greatest odd or even number.
5) Imagine that each domino is cut into half so that we can make more different numbers (e.g.from above example*
additional numbers are: 3520 or 2053, 0235 ……)
6) For weaker students, pick 2 dominoes at a time and decide on the larger number that can be made from the 2 and
then pick another 2 and do the same. Then add both addends. Do not pick four at a time.
Further extension: Permutations- How many different ways can all 4 numbers on the 2 dominoes be arranged (if
dominoes are cut into half) = 4! = 4*3*2*1 = ? (24). What about if you use 3 dominoes (6 numbers) – 6! =
6*5*4*3*2*1 = ? (720)
Suitable for: Year 4-5
Gen Cap:
Estimating and calculating with
whole numbers
AC links (yr4):
Apply place value to partition,
rearrange and regroup numbers to at
least tens of thousands to assist
calculations and solve problems
(ACMNA073)
Proficiencies: Understanding,
fluency, reasoning, problem-solving.
Key Teaching Point/s:
-Place value understanding.
-Addition is the joining of collections
to form a total.
Language: Addends, sum, smallest
greatest, odd, even.
Assessment (collect gamesheets and
observe):
Can the student find the biggest
addends from the alternative
numbers? How do they add the
numbers – mental or written
algorithm or..?

3. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 3 : Domino Differences
1-2 standard sets of Dominoes (Double-6 type)
Aim: Find the biggest (or smallest) difference using place value knowledge and subtraction.
 A pair of dominoes can be arranged end by end to represent either of 8 different 4-digit numbers as
explained in Activity 2.
 Dominoes are placed face down on the floor/ table.
1-player: Pick 2 dominoes. Decide on the 4-digit number (subtrahend) the pair of dominoes represent (by
arranging them end by end) and subtract it from 10,000 (minuend). Model and write the equation on Gamesheet 3
(Appendix 3). What is the difference (result)? Reduce this result further by taking away the next subtrahend
formed by another 2 dominoes. Repeat until the target number 50 is reached or passed. The aim is to use as few
dominoes (or number of rounds) as possible.
2 -4 players: Take turns to pick 4 dominoes, decide on the 4-digit subtrahend and find the difference. The player
with the smallest difference wins a point. For 3 players, award 2,1 and 0 points for the smallest to largest
differences respectively. For 4 players, award 3, 2, 1 and 0 points).
Variations/ Extensions:
1) Single player: To use as many dominoes as possible or even all the dominoes.
2) Multiplayer: Keep a cumulative of all the differences and the player with the smallest cumulative difference.
3) For more advanced students, as in Activity 2 - Imagine that each domino is cut into half so that we can make
more different numbers (e.g. the subtrahends of 3520 or 2053, 0235…)
4) Weaker students: Pick one domino instead of 3 and decide on a 2-digit subtrahend from the possible 2
numbers. Subtract this from 1000.
Suitable for: Year 4 and above
Gen Cap:
Estimating and calculating with whole
numbers
AC links (yr4):
Apply place value to partition,
rearrange and regroup numbers to at
least tens of thousands to assist
calculations and solve problems
(ACMNA073)
Proficiencies:
Understanding, fluency, reasoning,
problem-solving.
Key Teaching Point/s:
-Place value understanding.
-Subtraction is the opposite of
addition.
Language:
Minuend, subtrahend, difference,
subtract, reduce, take away.
Assessment (collect gamesheets and
observe):
Can the student find the biggest
subtrahend from the alternative
numbers? How do they subtract the
numbers – mental or written algorithm
or..?

4. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 4 : Domino Product
1-2 standard sets of Dominoes (Double-6 type). Choice of removing the dominoes with blanks.
Aim: Find the product of the 2 dominoes.
 The total number of spots on both ends of a domino represents one number (multiplier/ factor). E.g
represents 8 and represents 4 so the product of the 2 dominoes is 8 X 4=32.
 Dominoes are placed face down on the floor/ table.
1-player: Turn over 2 dominoes. Multiply the 2 numbers (multipliers) represented by the total number of spots on
each domino.
2-4 players: Take turns to turn over a domino and on the second domino, the fastest player to say the product of
the first and second dominoes win.
Variations/ Extensions:
1. Year 3-4 or weaker students: Use one domino instead of two and multiply by a given factor e.g. 2,3,4 ..up to 10
OR
Use one domino instead of two (so that each end represents one multiplier e.g. represents 2 and 6 and
the product is 12).
2. Year 5 or more advanced: Each domino to represent a 2-digit number (e.g. represents 26 and
represents 13 so the product of the 2 dominoes is 26 X 13 = 338
Suitable for: Year 3 and above
Gen Cap:
Estimating and calculating with whole
numbers
AC links:
Yr 3: Recall multiplication facts of
two, three, five and ten and related
division facts (ACMNA056)
Yr 4: Recall multiplication facts up to
10 × 10 and related division facts
(ACMNA075)
Yr 5: Solve problems involving
multiplication of large numbers by
one- or two-digit numbers using
efficient mental, written strategies and
appropriate digital technologies
(ACMNA100)
Proficiencies: Fluency.
Key Teaching Point/s:
Multiplication is repeated addition.
Language: Multiplier, factor, product.
Assessment (observe): How fluent are
the students in multiplying 1, 2–digit
numbers?

5. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 5 : Domino Fractions
1-4 standard sets of Dominoes (Double-6 type). Remove the dominoes with blanks.
Aim: Find the proper and equivalent fractions
 Dominoes to be turned endways with fewer spots on top (numerator) to form proper fractions.
 E.g. represents 2/6 or 1/3.
 Dominoes are placed face down on the floor/ table.
1-2 players: Working individually or in pairs, turn over and place all the dominoes in order from the smallest
fraction to the largest. Place equivalent fractions vertically (above the previous one/s). Explain your thinking.
2 -4 Players: Each player take turns to turn over one domino. The player whose domino represents the greater
fraction wins both dominoes. If the dominoes show equal/ equivalent fractions, players continue to turn
dominoes face-up until one is greater. The player with the greater fraction wins all of the face-up dominoes.
Play until all the dominoes are used. The player with more/ the most dominoes is the winner.
Variations/ Extensions:
1. Single player: Use any number of dominoes to make a whole or as many wholes as possible. There is no
need to use all the dominoes.
2. Multiplayer: Turn over 2 dominoes each time. Add the sum of the fractions. The player with the greatest
fraction wins all the face-up dominoes.
3. Multiplayer: Take turns to turn over 1 domino at a time and make a whole or multiples of a whole (e.g.
1,2,3…) - to form a suite with the fewest ‘non-wholes’. (you may need 2 or more sets of dominoes).
4. Write down the corresponding percentages and decimals of the fractions.
5. Use a Double-9 set of dominoes.
The fractions activity for 1-2 players is adapted from Swan, P. (2011). Domino Deductions. Developing
Mathematics from Dominoes. Western Australia: A-Z Type.
Suitable for: Year 4 and above
Gen Cap:
Using fractions, decimals, percentages,
ratios and rates
AC links:
Yr 4: Investigate equivalent fractions used
in contexts (ACMNA077)
Yr 4: Count by quarters halves and thirds,
including with mixed numerals. Locate and
represent these fractions on a number line
(ACMNA078)
Yr 5: Compare and order common unit
fractions and locate and represent them on
a number line (ACMNA102)
Proficiencies: understanding, reasoning,
fluency.
Key Teaching Point/s:
Value of a fraction is determined by the
numerator and denominator and the
concept of equivalence.
Language: numerator, denominator,
equivalence.
Assessment (observe): Can the students
recognise the value of a fraction is
indicated by the numerator and
denominator and can they recognise
equivalence?

6. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 6 : Domino Decimals
1-2 standard sets of Dominoes (Double-6 type). Remove the dominoes with blanks.
Calculator may be used to check work.
Aim: Find the sum of decimals
 A domino (with the exception of doubles) is to represent either of 2 decimals. The line on the domino
represents the decimal point. E.g. represents 4.6 or 6.4.
 Dominoes are placed face down on the floor/ table.
1- player: Turn over 2 dominoes and decide what decimal each domino represents. Write them down on
Gamesheet 4 (Appendix 4) and find the sum. Repeat and add the next sum to the previous Sum. The objective is
to make the nearest 20. What happens when you add all of them at one go or in a different order, will you still get
the same result at the end?
2 -4 Players: Each player take turns to turn over two dominoes, decide on what decimals they will use, write
them down and find the sums. The player whose sum represents the greater/ greatest decimal wins all the face-up
dominoes. Play until all the dominoes are used. The player with the most dominoes is the winner.
Variations/ Extensions:
1. Turn over 3 or more dominoes and find the sum for the corresponding number of addends to make to the
nearest 30/40 (for single player) or the greatest (for multiplayer).
2. Single Player: Use all the dominoes and make to the largest whole number.
3. Multiplayer: Find the smallest or biggest difference instead of the sum. If subtraction is done by switching the
numbers around, will you get the same result? (subtraction is not commutative- order matters)
4. Multiplayer: Find the biggest product. Does the order matter?
5. Use Double-9 domino set instead.
Suitable for: Year 4 and above
Gen Cap:
Using fractions, decimals, percentages,
ratios and rates
AC links:
Yr 4: Recognise that the place value
system can be extended to tenths and
hundredths. Make connections between
fractions and decimal notation
(ACMNA079)
Yr 5: Compare, order and represent
decimals (ACMNA105)
Proficiencies: Understanding, Fluency,
Reasoning and Problem solving.
Key Teaching Point/s:
Place value of decimals to the tenths and
the commutative law of addition.
Language:
Decimal point, part, whole, sum,
commutative, order, add.
Assessment (collect gamesheets and
observe):
Can the student form bigger addends
with decimals? How do they add the
decimals – mental or written algorithm
or..?

7. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Activity 7 : Domino Chance
1 standard set of Dominoes (Double-6 type).
Aim: Even and Odds
 The number of spots on the dominoes represent a number. E.g. represents the number 10.
 Dominoes are placed in a non-transparent bag.
1- player: Make a guess - What is the chance of drawing an even number (of spots) over an odd number? Draw a
domino from the bag and return it. Put an ‘X’ on a sheet of paper if it is an even number and a ‘O’ if it is an odd
number. Do this 10 times and add up the ‘X’s and the ‘O’s. Do this 20 and 30 times (and add up the symbols).
What do you notice? Why is this so? Which event (odd or even) is more likely to occur if we continue to the 40th
draw and why?
2 Players: Each player take turns to draw a domino out of the bag and return it. Player 1 scores a point with an
even number and player 2 scores a point with an odd number. Play until one player has scored 10 points. Is the
game fair? Why?*
Variations / Extensions:
1. Single player: Draw 2 dominoes at a time. What are the chances of drawing 2 odds, 1 odd 1 even and 2 evens?
2. What are the chances of drawing doubles (Single player)? Score if player scores doubles (Multiplayer). Who
is likely to win and why?
3. Find out the percentage chance or probability of each event happening –write down in percentages, ratios and
fractions (for year 4 and above).
This activity is adapted from Swan, P. (2011). Domino Deductions. Developing Mathematics from Dominoes.
Bunbury, WA: A-Z Type.
Suitable for: Year 3 and above
Gen Cap:
Interpreting statistical information
AC links:
Yr 3: Conduct chance experiments,
identify and describe possible outcomes
and recognise variation in results
(ACMSP067)
Yr 4: Identify events where the chance of
one will not be affected by the
occurrence of the other (ACMSP094)
Proficiences: Understanding and
Reasoning
Key Teaching Point/s:
Likely outcomes for chance experiments.
Language:
Odd, even, chance, ratio, percentage,
probability, event, outcome, more likely,
less likely.
Assessment (observe): Can the students
describe and provide reasoning for the
outcomes?

8. EDUC5505: Assessment 2: Activity Cards Wyn-Priscilla Teo: 21443007
Possible Enrichment Activities:
1) Addition, Subtraction and Decimals
Find out the birth year of your great grandparents, grandparents, your parents, you and your siblings (or it could be the birth year of their favourite
authors, sports hero, movie stars etc.)
 Write them on a family tree stating the year in the format 19XX.
 Find out the differences in ages between your great grandparents and the rest of the family.
 What do you notice? How many decades or centuries would the collective ages be? 1 century consists of 100 years and 1 decade 10 Years so 150
years would be 1.5 centuries or 15 decades.
2) Multiplication and Fractions
Make a Mega Me or a micro me by measuring vital statistics and limbs. What is the multiplicative factor or fraction to use (estimate) if the size is to be
as big as the largest tree in school or as small as a chipmunk?
3) Probability and Statistics
Find a study of smoking and cancer (or it could be on sedentary lifestyles and heart disease etc).
What are the chances of getting lung cancer if you smoke or do not smoke? How common is Lung cancer and what is the prevalence (in ratios e.g. 1 in
? people) in Australia? What are the chances of a women or a man contracting it?
Pictures of dominoes used in this document and the appendices are from Google Images and http://www.diy-enthusiasts.com/wp-
content/uploads/2014/06/domino-game-how-many-pieces.gif