Doubles Facts
Objective To review and provide practice for doubles facts.
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Teaching the Lesson
Key Concepts and Skills
• Use the Addition/Subtraction Fact Table
to practice facts. [Operations and Computation Goal 1]
• Solve facts involving doubles. [Operations and Computation Goal 1]
• Identify patterns in the Addition/Subtraction
Facts Table. [Patterns, Functions, and Algebra Goal 1]
Key Activities
Children write and practice doubles facts and
“almost doubles” facts, and review using the
Addition/Subtraction Facts Table to identify
+0 and doubles patterns.
Ongoing Assessment:
Informing Instruction See page 107.
Key Vocabulary
doubles facts sum Facts Table row column diagonal
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing Doubles or Nothing
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Math Masters, p. 456
per partnership: 4 each of number
cards 0–5 (from the Everything Math
Deck, if available) calculator
Children practice their recall of
addition facts with emphasis on
adding doubles.
Representing Doubles
Math Boxes 2 3
Math Masters, p. 421
colored pencil
Children work in small groups to identify and
explain patterns in the Facts Table.
Math Journal 1, p. 30
Children practice and maintain skills
through Math Box problems.
Ongoing Assessment:
Recognizing Student Achievement
Use Math Boxes, Problem 3. [Number and Numeration Goal 1]
Home Link 2 3
Math Masters, p. 27
Children practice and maintain skills
through Home Link activities.
Materials
pennies and/or cubes penny stamp
Children practice doubles addition facts by
using pennies and/or cubes.
ENRICHMENT
Finding Patterns in the Facts Table
EXTRA PRACTICE
Finding Doubles in Literature
Two of Everything: A Chinese Folktale
Children write doubles facts.
ELL SUPPORT
Building a Math Word Bank
Differentiation Handbook, p. 142
Children add the term sum to their Math
Word Banks.
Math Journal 1, pp. 27–29
Home Link 22
Math Masters, p. 420 (optional)
transparency of Math Masters, p. 421
(optional) per partnership: 4 each of
number cards 0–5, calculator slate Class Facts Table
Advance Preparation
Prepare a large class Facts Table like the one on journal page 27, using one of the following options: draw the
table on the Class Data Pad or chart paper; tape together 4 copies of Math Masters, page 420 and fill in the
facts; make an overhead transparency of Math Masters, page 421.
Before the lesson, draw a unit box on the board and fill it in with a label of your choice. Use the unit box and
label for all the numbers that are not labeled in this lesson. For the optional Extra Practice activity in Part 3,
obtain a copy of Two of Everything: A Chinese Folktale by Lily Toy Hong (Albert Whitman & Company, 1993).
Teacher’s Reference Manual, Grades 1–3 pp. 195–198
Lesson 2 3
105
Mathematical Practices
SMP5, SMP6, SMP7
Content Standards
Getting Started
2.OA.2, 2.OA.3, 2.NBT.9
Mental Math and Reflexes
Math Message
Pose easy addition facts. Have children
answer orally. Suggestions:
Write 2 + 2 = 4 and 5 + 5 = 10 on your slate. Write
any other doubles facts that you know.
4+2=?6
3+6=?9
7+1=?8
?=5+49
6 + 8 = ? 14
7 + 5 = ? 12
? + 8 = 13 5
6 + ? = 14 8
50 + 40 = ? 90
60 + 60 = ? 120
What patterns do you notice?
Home Link 2 2 Follow-Up
Briefly review the answers. Tell children that the
mouse can only go through boxes with a sum of 6 to
find the cheese. Ask children to draw the mouse’s path.
The mouse can move up, down, left, right, or diagonally.
Ask a volunteer to display the page.
Children can find the path more easily if they first color in each
box that has the sum of 6.
1 Teaching the Lesson
Math Message Follow-Up
NOTE Remember to reserve time every
day to complete the number-line, attendance,
calendar, temperature, and weather daily
routines. See Daily Routines on page xxxv of
this book and Teacher’s Reference Manual,
pages 41– 49.
Ask children to share their doubles facts as you write them on
the board. Skip duplicates. Have children share patterns that they
notice about the doubles facts. If no one mentions it, point out
that the answers to all the doubles facts are even numbers. Do not
erase the board after finishing the follow-up. You will use these
doubles facts for the “Reviewing the Doubles Facts” activity on
page 107.
Reviewing the Meaning
Student Page
Date
LESSON
Addition/Subtraction Facts Table
+,-
0
1
2
3
4
5
6
7
8
9
0
0
1
2
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8
9
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1
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9
10
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2
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3
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8
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9
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Math Journal 1, p. 27
EM3cuG2MJ1_U02_21_52.indd 27
106
WHOLE-CLASS
DISCUSSION
of Sum
Time
23
WHOLE-CLASS
ACTIVITY
1/7/11 12:31 PM
Unit 2 Addition and Subtraction Facts
Remind children that the number obtained by adding two or more
numbers is called the sum. Encourage children to use the word
sum. For example, if a child says, “The answer to 8 + 8 is 16,” you
might say, “Yes. You are adding numbers, so the answer is called
the sum.” Another way to say it is, “The sum of 8 and 8 is 16.”
Reviewing the Facts Table
(Math Journal 1, p. 27; Math Masters, p. 420 or 421)
WHOLE-CLASS
ACTIVITY
SOLVING
Use the class Facts Table to review the meanings of row,
column, and diagonal. (See Advance Preparation.) As you
explain these terms, have children follow along on the table on
journal page 27. Then have children use the table to find the sums
for several addition facts.
Teaching Aid Master
Name
Adjusting the Activity
ELL
Date
Time
Grid Paper
Have children make a visual vocabulary reminder at the bottom of the
journal page. Consider putting the example below on the board for children to
copy:
ROW
C
D
O
I
L
A
U
G
M
O
N
N
A
L
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
V I S U A L
Ongoing Assessment: Informing Instruction
Some children may have difficulty locating the cell where a row and column
intersect. Suggest that they use a blank sheet of paper with an arrow drawn in
the lower right hand corner as pictured to highlight the row and column of interest.
Math Masters, p. 420
To find 9 + 7, say:
●
Find the 9 row. Go across the 9 row to the 7 column. The
number where the 9 row and the 7 column meet is 16. This
tells you that 9 + 7 = 16. The sum is 16.
By exploring patterns in the Facts Table, children will accelerate
their mastery of facts. Ask children to find the +0 facts in the
Facts Table. The +0 facts appear in the top uncolored row and in
the left uncolored column of the table. Have children use their
pencils to lightly shade the +0 facts. See whether they can
identify the pattern for +0 facts in the table. Sample answer: The
sums increase by 1 as you move across the row from left to right.
The sums increase by 1 as you move down the column.
9
9
10
11
12 13
15
8
7
8
9
9
8
9
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9
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16
17
18
Teaching Aid Master
Name
Date
Time
Facts Table
Links to the Future
Notice that finding the sum of two numbers on the Facts Table is similar to
locating a point on a coordinate grid using ordered pairs. This skill helps prepare
children for using ordered pairs to find points on a coordinate grid, a Grade 4 Goal.
Reviewing the Doubles Facts
14
7
WHOLE-CLASS
ACTIVITY
(Math Journal 1, p. 27)
Use the Facts Table to verify the doubles facts that you wrote on
the board during the Math Message Follow-Up. Ask children to
examine the table to find any doubles facts that they may have
overlooked. Have them lightly shade all of the doubles facts on the
Facts Table with a pencil. Ask them to identify the pattern for
doubles on the table. Doubles facts form a diagonal pattern from
top left to bottom right. The sums increase by 2 as you move
down diagonally. All the sums are even numbers.
,
0
1
2
3
4
5
6
7
8
9
0
0
1
2
3
4
5
6
7
8
9
1
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10
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11
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3
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5
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8
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12
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4
5
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8
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9
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18
Math Masters, p. 421
Lesson 2 3
107
Student Page
Date
LESSON
23
䉬
Practicing Doubles Facts
Time
Domino-Dot Patterns
and “Almost-Doubles” Facts
Draw the missing dots on the dominoes. Find the total number
on both halves.
1. double 2
2. double 3
3. double 4
4. double 5
2
2
3
3
4
4
5
5
4
6
8
10
5. double 6
6. double 7
7. double 8
8. double 9
6
6
7
7
8
8
9
9
12
14
16
18
10.
11.
(Math Journal 1, p. 28)
Children practice doubles facts by exploring domino patterns.
Problems 9 through 12 illustrate how knowing doubles facts can
help with “almost-doubles” facts. This is revisited in Lesson 2-5.
Example: For 4 + 5 = ?: Think 4 + 4, and 1 more. 8; 9
Demonstrating Doubles or Nothing
Find the total number of dots.
9.
INDEPENDENT
ACTIVITY
12.
4
5
6
5
6
7
8
7
9
11
13
15
Math Journal 1, p. 28
PARTNER
ACTIVITY
(Math Journal 1, p. 29)
Children have an opportunity to develop their recall of addition facts
with emphasis on doubles facts. Each child uses journal page 29
as his or her record sheet. Each partnership uses number cards 0–5.
Directions
1. Shuffle the cards. Place the deck number-side down on the
playing surface.
Example: Deb’s sums for one round of play
are: 7, 3, 3, 7, 6, and 14. There are two pairs
of repeat sums: 7 and 7, and 3 and 3. Deb
chooses the sevens. The doubles fact is
7 + 7. Deb’s score for the round is 14. Ellen’s
sums for one round of play are: 4, 6, 5, 3, 5,
and 7. There is one repeat sum. The doubles
fact is 5 + 5. Ellen’s score for the round is 10.
2. Take the top card from the pile. Write the number that
appears on it in one of the squares for Round 1 on your
record sheet.
3. Take turns, continuing until all four squares are filled.
4. Add the numbers in the squares across each row, down
each column, and along each diagonal.
5. Look for pairs of identical sums. Circle one pair and make
it into a doubles fact.
Student Page
Date
LESSON
2 3
䉬
6. Record the doubles fact sum as the round total. If there
are no pairs, the round total is zero.
Time
Doubles or Nothing Record Sheet
Round 1
Total
7. Use a calculator to find the final score by adding all the
round totals. The higher total wins. (See the example in
the margin.)
See children’s work.
Round 2
Total
2 Ongoing Learning & Practice
Round 3
Playing Doubles or Nothing
SMALL-GROUP
ACTIVITY
(Math Masters, p. 456)
Total
Grand Total
Math Journal 1, p. 29
108
Unit 2 Addition and Subtraction Facts
Children continue playing Doubles or Nothing to develop their
recall of addition facts with emphasis on doubles facts. Children
can use a copy of Math Masters, page 456 as a record sheet. This
page is the same as journal page 29.
Student Page
Math Boxes 2 3
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 30)
Date
Time
LESSON
Math Boxes
2 3
䉬
1. Julie had 10 crayons. Rosa
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 2-1. The skill in Problem 6
previews Unit 3 content.
Writing/Reasoning Have children draw, write, or
verbalize their answers to the following: How did you
know what symbol to put in each blank in Problem 4?
I added the numbers on each side, then I looked for the bigger
number. I put the open side by the bigger number. If they were the
same I put =.
2. Use your calculator.
gave her 8 more crayons. How
many crayons in all?
18
Show 25.
Broken key is
Show 2 ways:
Unit
crayons
10 10 4 1
10 8 18
夹
4. Write , , or .
3. Count back by 5s.
35
45, 40,
20
,
15
30
,
, 10,
,
25
65
,
83
5
99
Can you keep going?
49
5 , 10
0,
11
10
12
12
17
8+5
in her left pocket. She has
1 quarter and 2 pennies in her
right pocket. How much money
does she have?
1
2
9
62¢
3
8
4
7
Use Math Boxes, Problem 3 to assess children’s understanding of counting
back by 5s. Children are making adequate progress if they successfully count
back to 5. Some children may be able to continue past 0.
66
6. Kyra has 2 dimes and 3 nickels
10:30.
Math Boxes
Problem 3
9
5. Draw the hands to show
Ongoing Assessment:
Recognizing Student Achievement
.
Sample answers: 20 3 2
crayons
Number model:
5
6
5
80 81
88
Math Journal 1, p. 30
[Number and Numeration Goal 1]
Home Link 2 3
INDEPENDENT
ACTIVITY
(Math Masters, p. 27)
Home Connection Children practice the doubles facts
and use doubles facts to find the answers to “almostdoubles” facts.
Home Link Master
3 Differentiation Options
Name
Date
HOME LINK
23
䉬
READINESS
Representing Doubles
SMALL-GROUP
ACTIVITY
Family
Note
Doubles Facts
Today we worked with an Addition/Subtraction Facts Table and dominoes to practice with
a special kind of addition problem called doubles facts. 3 3 6, 4 4 8, and
5 5 10 are examples of doubles facts. We also worked with almost-doubles facts, such
as 3 4 7, 5 4 9, and 7 8 15. Review doubles facts and almost-doubles facts
with your child.
Please return this Home Link to school tomorrow.
5–15 Min
To explore doubles using a concrete model, have children use
pennies and/or cubes to model doubles facts. Children select a
particular number of pennies and then make another group of the
same number of pennies. Write the number model to represent
these groups on a sheet of paper. Have children use a penny
stamp to design a picture to go with a doubles number model.
Time
1. Write the sum for each doubles fact.
a. 2 2 d.
4
7
7
b.
e.
55
3
3
f.
6
14
h. 9 9 10
18
i.
c.
0
00
8
8
g.
16
2
11
6
6
12
j.
8
44
2. Ask someone to give you doubles facts. You say the sums.
Do this for about 10 minutes or until you know all the
doubles facts.
3. Write each sum. Use doubles facts to help you.
a. 5 4 d.
6
7
13
9
b. 4 5 e.
2
3
5
9
f.
c.
17
98
7
8
g.
15
6
5
11
Math Masters, p. 27
Lesson 2 3
109
ENRICHMENT
Finding Patterns
SMALL-GROUP
ACTIVITY
5–15 Min
in the Facts Table
(Math Masters, p. 421)
To further explore patterns in the Facts Table, have children
identify and color patterns they see. Children work in small
groups on Math Masters, page 421. When they think they have
found an interesting pattern, they should color the grid to show
the pattern they have found. At the bottom of Math Masters, page
421, consider having children describe in numbers or words the
pattern they have colored. When groups are finished, have children
share their results. Encourage the use of words like “row,”
“column,” “diagonal,” and “add.”
Possible patterns:
Each number is 1 less than the number to its right and 1 more
than the number to its left.
Each number is 1 less than the number below it. After the first
row, each number is 1 more than the number above it.
On the diagonal from top left to bottom right, the numbers
increase by 2 as you move down the diagonal.
On the diagonal from top right to bottom left, the numbers are
the same.
EXTRA PRACTICE
Finding Doubles In Literature
SMALL-GROUP
ACTIVITY
5–15 Min
Literature Link Read the following book to groups of
children, or have the children read the book themselves.
Two of Everything: A Chinese Folktale by Lily Toy Hong
(Albert Whitman & Company, 1993)
Summary: Doubles facts are illustrated in the story of a brass pot
that doubles whatever is put into it. Children can write a doubles
fact for every item put into the pot.
ELL SUPPORT
Building a Math Word Bank
SMALL-GROUP
ACTIVITY
5–15 Min
(Differentiation Handbook, p. 142)
To provide language support for addition, have children use the
Word Bank template found on Differentiation Handbook, page 142.
Ask the children to write the term sum, draw a picture
representing the term, and write other related words. See the
Differentiation Handbook for more information.
110
Unit 2 Addition and Subtraction Facts