Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 29677
Dangerous Doubles (Doubling Numbers)
This lesson teaches students to use the strategy doubling numbers and doubles plus or minus one in order to use mental math to add one digit
numbers. The students are engaged in learning through the read aloud of "Double the Ducks" by Stephen Murphy and then get to work with a
partner to draw doubles and write equations that relate to their drawings. Students individually work on solving word problems using these strategies
and manipulatives as necessary to solve.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Document Camera, LCD
Projector
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: addition, addition strategies, doubles, equations
Instructional Design Framework(s): Direct Instruction, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Dangerous Doubles Attachment 1.docx
Dangerous Doubles Attachment 2.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will construct an understanding of doubles and apply the strategy to solving real-world word problems using manipulatives.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with the concept of addition as well as basic addition facts.
Guiding Questions: What are the guiding questions for this lesson?
1. What are doubles? Possible Responses: Two of something; The same number repeated twice.
2. How can doubles help us answer other addition problems? Possible Responses: We can use our doubles facts to find the answer to a doubles plus one or doubles
minus one problem.
Doubles plus one or doubles minus one means students use the doubles facts for other problems. For example, students could use the doubles fact 6+6 and
then add 1 more to find the sum of 6+7. An example of doubles minus one would be students using 6+6 and then subtracting 1 to find the sum of 6+5.
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will use storytelling to read "Double the Ducks" by Stuart J. Murphy to the class.
2. After reading the story, the teacher will ask the students what they thought of the book and what they learned from it. Questions to aid conversation and think-pairshare opportunities could include:
1. What are doubles?
2. Why did the farmer have to double everything?
3. How did he use doubles to make his work easier?
page 1 of 3 4. What would have happened if the farmer had to triple everything?
3. Then the teacher will tell the students that today they are going to be doing more discovering to find out what doubles are.
Think-Pair-Share is a cooperatively learning strategy where students are giving time to think about an answer individually, then share their answers with a
partner to allow for confirmation of answers or allow students to rethink their answers. Finally, pairs of students can share their answers with the class, which
allows for students to see other students' thoughts or solutions to a problem.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students will be paired up and spread out throughout the classroom.
2. Each pair of students will be given one piece of paper and crayons.
3. Students will hold the paper horizontally and fold the piece of paper in half vertically.
4. One student will draw a number of objects on the left side of the paper.
5. The partner will draw the same number of objects on the right side.
6. Together, the pair will label their drawing and create an addition sentence describing their drawing. (For example, if one student draws 2 stars on the left side,
then the other student draws 2 stars on the right side, their addition sentence would be 2+2=4).
7. As students are working on their pictures, the teacher will walk around taking informal observations.
8. Pairs will come back together as a whole group when finished and each person will take a bag of counters, a part-part-whole mat, a dry erase marker, and an
eraser. (click here, for an image of a part-part-whole mat)
9. Each pair will explain their picture and addition sentence in detail, telling how and where they got the numbers in their addition sentence.
10. While pairs are presenting, other students should be using counters to model the addition and then write the addition sentence on their part-part-whole mats.
11. Each pair will write their addition sentence up on the whiteboard after presenting to refer back to later.
12. The teacher will ask students what students notice about double facts and their addition sentences that are up on the board.
13. The teacher will let a few students answer.
14. If they do not get that the sums are even, then the teacher will direct the students to the answer by asking what they notice about the sums.
15. The teacher will then ask students why they think the sums are all even.
16. Students will get to an answer that is close to the same number of counters make both addends, so they can be grouped in pairs with none left over (variations will
be accepted).
17. As a whole group, the teacher will display pictures of different insects. The students will observe and describe matching body parts (legs, wings, antennae) and
write addition sentences using doubles for each picture. (See Attachment #2 for insect pictures that can be used for this activity.)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Students will go back to their desks with their counters and part-part-whole mats. On their way back to their seats, they will also take two stacks of counting cubes.
2. The teacher will then read word problems one at a time for the students to model with their counters and/or cubes. After students have solved each problem, they
will turn to their shoulder partner and explain how they got their answer.
1. Steve built two towers. Each tower has 4 cubes. How many cubes does Steve use in all?
2. There are 6 red apples. There are 6 green apples. How many apples are there in all?
3. There are 16 people at the party. Some are boys and some are girls. The number of boys is the same as the number of girls. How many girls are at the party?
4. Sally has 7 chocolate cupcakes and 6 vanilla cupcakes. How many cupcakes does Sally have in all?
3. As students are working on these word problems, the teacher will walk around the room watching the students model the problems and explain how they solved
the problem to their shoulder partner.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Students will take out their mathematics journal and record the definition of doubles facts as addition sentences that have the same addends.
2. Each student will then write an example of a doubles fact on the same page.
3. After the definitions are written, students will turn to their shoulder partner and tell them what they learned about doubles.
Summative Assessment
Students' understanding of doubles will be assessed through the use of a post-test (See Attachment #1).
Understanding of addition will also be assessed at the end of the unit.
Formative Assessment
Students will be given a pre-assessment to determine their understanding of the addition concept (See Attachment #1: Pre-Assessment).
The assessment has students using models to add two addends and find the sum. It will also include pictures that the students have to create an addition sentence
for.
Feedback to Students
The teacher will be walking around the room listening to students demonstrate their understanding of doubles, making informal observations and giving immediate
feedback.
Also, during independent practice, the teacher will overlook students use of counters and blocks to solve various word problems.
The teacher will have a checklist to make notes on students understanding of key vocabulary, key concepts, and use of manipulatives to ensure that everyone has a
true understanding of the strategy.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Modeling
Use of manipulatives (counting cubes, part-part-whole mats, counters, etc.)
Scaffolding (I Do, You Do, We Do)
Use of pictures
Reading aloud the word problems.
Extensions: For extension, students could read other picture books or newspaper articles as selected by the teacher and identify as many doubles as they find in the
work.
Students could write their own word problems that deal with doubling numbers and provide solutions to the problem.
page 2 of 3 Suggested Technology: Document Camera, LCD Projector
Special Materials Needed:
Double the Ducks by Stuart J. Murphy
"Part-Part-Whole" Mats (19)
Counters (19 bags)
Dry Erase Markers (1 per student)
Dry Erase Board Erasers (1 per student or 1 per pair of students)
Counting Cubes
Construction Paper (1 per every 2 students)
Crayons
Dangerous Doubles attachment #1 (1 per student)
Dangerous Doubles attachment #2 (1 per student)
Further Recommendations: Throughout the lesson see what doubles relationships students can find in the classroom to check their understanding.
Additional Information/Instructions
By Author/Submitter
This lesson incorporates Mathematical Practice Standards MAFS.K12.MP.1.1 and MAFS.K12.MP.7.1
SOURCE AND ACCESS INFORMATION
Contributed by: Stephanie Sharrer
Name of Author/Source: Stephanie Sharrer
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.OA.3.6:
MAFS.1.OA.4.7:
Description
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as
counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13
– 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =
12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or
false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4
+ 1 = 5 + 2.
page 3 of 3