1. Doubles, Halving, Doubles + 1 Facts Unit of Study: 13 Global Concept Guide: 1 of 3

2. Content Development We continue to add to our students’ repertoire of math facts, this time focusing on doubles facts. Because both addends are the same, there is no need to address the commutative property, so this fact set is quite small—just eleven doubles fact in all. And because students have already explored and practiced +0, +1, +2, they really only need to learn seven doubles facts. Students will use their knowledge of the doubles facts to build an understanding of doubles-plus-one facts. Additionally, halving will be explored as the inverse relationship to doubling. Providing many experiences to build models of the structure of these number concepts are crucial. Flash cards should not be the only tool to build fluency. You can also consider using a Fact Log to encourage at home practice.Fact Log

3. Day 1  Whole group lesson: Magical DoublesMagical Doubles  Math Stations: Math Stations 1.Double Ten-Frames: Have students work with partner to find doubles ten-frame cards, find the sums, and record number sentences. ten-frame cards 2.I Spy Doubles: Students search for double dominoes (the same number of dots on each side). They write the matching addition equations.dominoes 3.Squares: The goal of Squares is to be the first player to have markers on four numbers that form a square on the game board. Each pair of students need a Squares spinner and game board along with game markers (e.g. counters, cubes, bingo chips). Players take turns spinning, finding the sum, and placing their marker on the board.spinner and game board 4.Doubles Memory: Students match doubles memory cards with the correct sum. If they match then the child keeps the set, if not they return them to the same spot, facedown and her turn is over. Play continues until all cards are matched.doubles memory cards

4. Day 2  Halving to Subtract Halving to Subtract  Math Stations: 1.Halve Race: Students spin and subtract in order to move along the game board. Each pair need one Halves Race game board, a doubles subtraction spinner, and game markers. Students take turns spinning, finding the difference, and moving to the next space that matches the difference. The first player to the finish wins.Halves Race 2.Halves Memory: Students match Halves Memory Cards with the correct difference. If they match then the child keeps the set, if not they return them to the same spot, facedown and her turn is over. Play continues until all cards are matchedHalves Memory Cards 3.Which Sign?: Student explore building equations while reviewing doubles addition and subtraction facts. Partners work to complete the Which Sign? Recording sheet, deciding if an addition or subtraction sigh would make the equation true. Which Sign? 4.Bean Bag Subtraction: Create a floor mat with a vinyl shower curtain liner or table cloth, marking nine sections, each containing an even number from 2-18. Students take turns tossing a beanbag and calling out the number it lands on as well as the half (10, 5 is half of 10). Students record the subtraction sentence in their math journal.

5. Day 3  Exploring the Facts: Doubles and One MoreDoubles and One More  Math Stations: 1.Near-Doubles Trains: students will need 10 linking cubes of two different colors, a 1-9 spinner, and a Near-Doubles Trains recording sheet. Students spin the spinner to determine how many cubes of one color should be linked to make a train. They then make a second train, of a different color, using that number of cubes plus 1 more. Students link the two trains together and determine how many cubes there are in all. Students record what they have modeled by coloring the train recording sheet and writing the near-doubles equation. Then, they take apart the train and spin again to create a new near-doubles train.Near-Doubles Trains 2.Match ‘Em Up: Partners spread out near-doubles fact cards and double-plus-one math fact cards. A player matches the cards and record the matches on the Match ‘Em Up recording sheet.fact cards recording sheet 3.Almost Doubles: Students take turns spinning the near-doubles spinner, stating the sum, and recording it in the appropriate section of their Almost Doubles recording sheet. Remind students that facts that have the same sum can be recorded in either of the two places where those addends intersect on the chart. If a player spins a sum that has already been recorded in both places on the chart, he loses his turn. The first player to complete his chart by filling in all the blanks is the winner.Almost Doubles 4.Ladders: This game provides practice with near-doubles facts and challenges students to order numbers from least to greatest. To play Ladders, two students take turns spinning a near-doubles spinner and recording the sum on a vertical number line. The sums must be recorded in order from least (bottom) to greatest (top). If a student spins a sum and does not have a place to put it on his ladder, she loses her turn. The first person to complete their ladder is the winner.Ladders

6. Monitoring Progress  Individual Conferencing:  Goal Setting Graph and Automaticity InterviewGoal Setting GraphAutomaticity Interview  As students work to master their using doubles facts, taking the time to confer with individual students allows you to assess their progress and focus them on specific goals. As the students in your class are engaged in Math Stations, invite individual students to meet with you to review their most recent Fact Check and graph their results. Examine blank or incorrect math facts. Ask students which facts are difficult for them to remember. Provide tips and reminders to help students master those facts. Praise each student for the facts she does know and encourage each student to continue reviewing the unknown facts.  Gathering Data Through Observation  Frequently move through the room observing partners as they explore using- doubles facts. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations (Classroom Observation log)to help plan interventions, adjustments to lessons, or task modifications.Classroom Observation log  Building Automaticity  Once students have explored the concept of doubling, halving, and near-doubles and observed and discussed patterns, it is time to check their progress.  Doubles/Halves Fact probe Doubles/Halves Fact  Near-Doubles Fact probe Near-Doubles Fact

7. Literature for your Classroom Library Double the Ducks By Stuart J. Murphy Martha Blah Blah by Susan Meddaugh Fish Eyes by Lois Ehlert