Doubles Unit of Study: Addition and Subtraction Strategies PART 1 Global Concept Guide: 2 of 2

Content Development “The use of doubles (double 6 is 12) and near doubles (13 is double 6 and 1 more) is generally considered a strategy for memorizing basic addition facts. There is no reason why children should not begin to develop these relationships long before they are concerned with memorizing basic facts.” Van De Walle, p. 139

Day 1 Essential Question: What are doubles facts? Engage: Introduce the word “double” to students. Create an anchor chart of real world examples of doubles, for example…. 5 fingers + 5 fingers, 1 eye + 1 eye, 2 tires + 2 tires, 6 eggs + 6 eggs Include models and matching number sentences with each scenario. Building Conceptual Knowledge: CPLAMS Lesson Dangerous Doubles: (Doubling Numbers) Guided Practice Section guides students to fold a sheet of paper to display a double and write the matching addition sentence. Teacher will use the insect pictures to write number sentences to describe the wings, legs, etc… Independent Practice Section- use real world problems #1-3 under the second bullet. These tasks will integrate the level of rigor needed for the performance task. If needed, a teacher can create additional real world problems to match the level of rigor. Closure: Students can answer the essential question or write their own double fact. By the end of Day 1, students should be able to explain what a double fact is and relate double facts to the real world.

Day 2 Illuminations Lesson: Seeing Double Essential Question: What happens when something is doubled? Illuminations Lesson: Seeing Double Engage: Use the book, Two of Everything, to highlight scenarios with doubling. Write the matching equations to each double scenario in the book. Students can use a doubling machine (aka mirror) to help conceptual understanding of a double. In the Seeing Doubling Activity, students are able to start with a given number and write a double fact equation. Allow students to use manipulatives, such as snap cubes and two color counters, to model their double facts.

Day 2 Continued… Essential Question: What happens when something is doubled? Illuminations Lesson: Seeing Double Students will use the Doubling Pot Activity to create a doubling classroom book. Students will need to add the equation to their doubling pot (see image to the right ) Closure: Go Math Lesson 3.3, p. 108 #15 By the end of Day 2, students should be able to explain what happens when something is doubled. Additional Lesson Ideas Go Math Lesson 3.3, p. 108 #14 and 16, Go Math Lesson 3.3, p. 108 Math Journal Question (Use pictures or words to explain how you could find the sum of 7 + 7).

Day 3 Essential Question: How can use doubles facts to help you add? Voyages Grade 1 Double Up Start with the Building Conceptual Knowledge: Find Double +1 of a Number. This lesson bridges the concept of doubles and doubles +1. The dominoes explicitly show the double and one more in a different color. Students also model each number sentence using snap cube towers. Putting into Action Students will roll dice and draw the numbers on the provided sheet. Students will identify if the two numbers create doubles or doubles +1 fact and then write the number sentence. If you didn’t want to use the dice, a teacher could supply dominoes. Snap Cube Towers

Day 3 Continued… Essential Question: How can use doubles facts to help you add? Independent Practice Go Math Lesson 3.4, p. 110 Share and Show #1-2, p. 111 On Your Own #3-4 Students should be modeling with snap cube towers. Closure: How can doubles help you solve 3 +4 ? By the end of Day 3, students should be able to identify a double fact and a double plus one more when provided a model (domino or snap cube tower).

Day 4 Essential Question: How can you use you know about doubles to help you find other sums? Engage: Pose the problem solving task… Ashli had 8 marbles and Amy gave her 7 more. How many marbles does Ashli have now? Students use a variety of manipulatives (for example, snap cubes and two color counters) to model this scenario. Teacher can use the Math Talk p. 115 to facilitate a discussion about how to use doubles +1 or doubles – 1. Additional problems, Go Math Lesson 3.5, p. 114 #1-3. HOT Question: When should we use doubles +1/-1 to help us solve an equation? The goal of this question is for students to understand they can use doubles +1/-1 when adding two numbers next to each other on the number line. Building Conceptual Knowledge: Doubles Plus One Task Students flip over a number card, double the number, and add one more. Encourage students to say… I know the double of ___ is ___ . ___ plus 1 equals ___ . I know the double of 5 is 10. 10 plus 1 equals 11. Closure: Use doubles +1 or doubles -1 to solve 4 + 5. By the end of Day 4, students should be to explain when to use the doubles +1/-1 strategy. Students should be able to accurately use the strategies to solve an addition number sentence.

Day 5/Differentiation Essential Question: How can I apply the doubles strategies? This day will focus on differentiation for all students and will give the teacher an opportunity to work with small groups. By the end of Day 5, students should be fluently discussing doubles and doubles +1/-1. Teacher Led Small Group or Possible Engage: Provide dominoes and students have to identify whether or not to use doubles, doubles +1/-1 or neither. Reteach/Possible Teacher Small Group Four in a Row: Students spin a spinner and cover the double of the number. The goal is to get four in a row. Near Doubles Match: Students turn over a number expression card and determine which double fact will help them solve the expression. Teacher should probe why did the student select the double fact. Have students use manipulatives if needed Intervention Skill 15- Doubles +1 Core/Enrich Doubles +1 Snap: Students select a ten frame card and find the double +1 of the number and place a counter on a hundreds chart. Students will identify patterns on the hundreds chart. Have students record the number sentences in a math journal. Doubles Path: Students select a numeral card and moves the number of spaces. The student will land on the double fact- they will say, write, and solve the double fact. This can be used as evidence of learning for doubles. Snappy Doubles: Students are selecting a second addend to create a doubles +1/-1 fact based on the first addend. The performance task should be given in conjunction with the unit 2 assessment.

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