Doubles Facts - Login...Teacher’s Reference Manual, Grades 1–3 pp. 195–198 Key Concepts and...

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Lesson 2�3 105

Advance PreparationPrepare 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

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 ActivitiesChildren 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 Vocabularydoubles facts � sum � Facts Table � row �

column � diagonal

MaterialsMath Journal 1, pp. 27–29

Home Link 2�2

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

Playing Doubles or NothingMath 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.

Math Boxes 2�3Math 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�3Math Masters, p. 27

Children practice and maintain skills

through Home Link activities.

READINESS

Representing Doublespennies and/or cubes � penny stamp

Children practice doubles addition facts by

using pennies and/or cubes.

ENRICHMENTFinding Patterns in the Facts TableMath Masters, p. 421

colored pencil

Children work in small groups to identify and

explain 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 BankDifferentiation Handbook, p. 142

Children add the term sum to their Math

Word Banks.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

�� Doubles FactsObjective To review and provide practice for doubles facts.

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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106 Unit 2 Addition and Subtraction Facts

Addition/Subtraction Facts TableLESSON

2 �3

Date Time

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Math Journal 1, p. 27

Student Page

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

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 WHOLE-CLASSDISCUSSION

of SumRemind 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 WHOLE-CLASS ACTIVITY

(Math Journal 1, p. 27; Math Masters, p. 420 or 421)

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.

PROBLEMBBBBBBBBBBBOOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEMMMBLEBLLELBLLLLBLEBLEBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMMMOOOOOOOOOOBBBBBBBBLBLBLBBBLBLBLLLLPROPROPROPROPROPROPROPROPROPROPRPPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROOROROROOOPPPPPPP MMMMMMMMMMMMMMMMMMMMMEEEEEEEEEEEEEELELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBBLELEELEMMMMMMMMOOOOOOOOOBLBLBLBLBLBLBBLBBLLOOOOROROROROROROROROROO LELELELEEEEEELEEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGLLLLLLLLLLLLLVINVINVINVINVINNNNVINVINVINNVINVINVINVINV GGGGGGGGGGGOLOOOLOOLOLOLOO VINVINVVLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOOOLOLOLOLOLOLOOO VVLLLLLLLLLLVVVVVVVVVOOSOSOOSOSOSOSOSOSOSOOSOSOSOSOSOOOOOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLVVVVVVVVVLLLVVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING

Getting Started

Math Message Write 2 + 2 = 4 and 5 + 5 = 10 on your slate. Write any other doubles facts that you know.

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.

Mental Math and Reflexes Pose easy addition facts. Have children answer orally. Suggestions:

4 + 2 = ? 6 ? + 8 = 13 5

3 + 6 = ? 9 6 + ? = 14 8

7 + 1 = ? 8 50 + 40 = ? 90

? = 5 + 4 9 60 + 60 = ? 120

6 + 8 = ? 14

7 + 5 = ? 12

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.

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Links to the Future

Adjusting the ActivityHave 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.

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.

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 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.

ELL

Lesson 2�3 107

Name Date Time

Grid Paper

Math Masters, p. 420

Teaching Aid Master

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Name Date Time

Facts Table

Math Masters, p. 421

Teaching Aid Master

9 9 10 11 12 13 14 15 16 17 18

15 16 17

14 15 16

13 14 15

12 13 14

11 12 13

10 11 12

9 10 11

8 9 10

7 8 9

7 8 9



Doubles or Nothing Record SheetLESSON

2 �3

Date Time

Round 1

Total

Round 2

Total

Round 3

Total

Grand Total

See children’s work.


Student Page

Domino-Dot PatternsLESSON

2�3

Date Time

Draw the missing dots on the dominoes. Find the total numberon both halves.

1. double 2 2. double 3 3. double 4 4. double 5

2 3 4 5� 2 � 3 � 4 � 5

5. double 6 6. double 7 7. double 8 8. double 9

6 7 8 9� 6 � 7 � 8 � 9

Find the total number of dots.

9. 10. 11. 12.

4 6 6 8� 5 � 5 � 7 � 7

1513119

18161412

10864


Student Page

� Practicing Doubles Facts INDEPENDENTACTIVITY

and “Almost-Doubles” Facts(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 PARTNER ACTIVITY


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.

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.

6. Record the doubles fact sum as the round total. If there are no pairs, the round total is zero.

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.)

2 Ongoing Learning & Practice

� Playing Doubles or Nothing SMALL-GROUP ACTIVITY

(Math Masters, p. 456)

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.

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.

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� Math Boxes 2�3 INDEPENDENTACTIVITY


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 =.

Ongoing Assessment: Math Boxes

Problem 3 �Recognizing Student Achievement

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.

[Number and Numeration Goal 1]

� Home Link 2�3 INDEPENDENTACTIVITY

(Math Masters, p. 27)

Home Connection Children practice the doubles facts and use doubles facts to find the answers to “almost-doubles” facts.

3 Differentiation Options

READINESS SMALL-GROUP ACTIVITY

� Representing Doubles 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.

Math BoxesLESSON

2 �3

Date Time

1. Julie had 10 crayons. Rosagave her 8 more crayons. Howmany crayons in all?

crayons

Number model:10 � 8 � 18

18

5. Draw the hands to show10:30.

6. Kyra has 2 dimes and 3 nickelsin her left pocket. She has1 quarter and 2 pennies in herright pocket. How much moneydoes she have?

[cAn62¢

2. Use your calculator. Show 25.Broken key is .Show 2 ways:Sample answers: 20 � 3 � 2

5

10 � 10 � 4 � 1

3. Count back by 5s.

45, 40, , , ,

, , 10,

Can you keep going?

0, , �10�5

51520253035

4. Write �, �, or �.

6 � 5 6 � 6

8 � 3 12

9 � 9 17

4 � 9 8 + 5�

�

�

��

Unitcrayons

12 12

3

4567

8

9

1011

9

80 81 88


Student Page

Name Date Time

Today we worked with an Addition/Subtraction Facts Table and dominoes to practice witha special kind of addition problem called doubles facts. 3 � 3 � 6, 4 � 4 � 8, and5 � 5 � 10 are examples of doubles facts. We also worked with almost-doubles facts, suchas 3 � 4 � 7, 5 � 4 � 9, and 7 � 8 � 15. Review doubles facts and almost-doubles factswith your child.

Please return this Home Link to school tomorrow.

FamilyNote

HOME LINK

2�3 Doubles Facts

1. Write the sum for each doubles fact.

a. 2 � 2 � b. � 5 � 5 c. � 0 � 0

d. e. f. g.

h. 9 � 9 � i. � 1 � 1 j. � 4 � 4

2. Ask someone to give you doubles facts. You say the sums.Do this for about 10 minutes or until you know all thedoubles facts.

3. Write each sum. Use doubles facts to help you.

a. 5 � 4 � b. 4 � 5 � c. � 9 � 8

d. e. f. g. 6� 511

7� 815

2� 35

6� 713

1799

8218

6� 612

8� 816

3� 36

7� 714

0104

Math Masters, p. 27

Home Link Master

Lesson 2�3 109



ENRICHMENT SMALL-GROUP ACTIVITY

� Finding Patterns 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 SMALL-GROUP ACTIVITY

� Finding Doubles In Literature 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 SMALL-GROUP ACTIVITY

� Building a Math Word Bank 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.

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Doubles Facts - Login...Teacher’s Reference Manual, Grades 1–3 pp. 195–198 Key Concepts and...

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Transcript of Doubles Facts - Login...Teacher’s Reference Manual, Grades 1–3 pp. 195–198 Key Concepts and...