Facts Using Doubles - Everyday Math · finding sums. Teaching the Lesson Ongoing Learning &...

www.everydaymathonline.com

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshopGame™

AssessmentManagement

Family Letters

CurriculumFocal Points

402 Unit 5 Place Value, Number Stories, and Basic Facts

��

Key Concepts and Skills• Develop and practice strategies for addition

that use doubles facts.

[Operations and Computation Goal 1]

• Use a variety of addition fact strategies for

solving multi-addend addition problems.

[Operations and Computation Goals 1 and 2]

Key ActivitiesChildren identify and practice strategies that

use doubles facts. They also practice adding

3 or more addends and discussing the

strategies they use.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 4]

Key Vocabularydoubles-plus-1 fact � doubles-plus-2 fact

MaterialsMath Journal 1, p. 98

Home Link 5�9

counters of two colors or types � 3 or 4 dice

Guessing the Grabclear plastic bag � pattern blocks �

paper bag (optional)

Children describe the probability of

grabbing a given shape from a clear

bag containing different shapes.

Math Boxes 5�10Math Journal 1, p. 99

Children practice and maintain skills

through Math Box problems.

Home Link 5�10Math Masters, p. 149

Children practice and maintain skills

through Home Link activities.

READINESS

Exploring Doublesnumber cards 0–10 (from Math Journal 1,

Activity Sheet 1; or the Everything Math

Deck, if available)

counters

Children practice with doubles facts using

counters.

EXTRA PRACTICE

Playing Domino Top-Itdominoes

Children practice comparing quantities and

finding sums.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

Advance Preparation

Teacher’s Reference Manual, Grades 1–3 pp. 196–198

Facts Using DoublesObjective To provide opportunities for children to explore and

practice doubles-plus-1 and doubles-plus-2 facts, as well as

review strategies for solving other addition facts.

Common Core State Standards

402_EMCS_T_TLG_G1_U05_L10_233812.indd 402402_EMCS_T_TLG_G1_U05_L10_233812.indd 402 2/17/11 3:13 PM2/17/11 3:13 PM

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Ask children to name the doubles facts they know. List doubles facts in a column on one side of the board until you have listed all of the facts from 1 + 1 = 2 through 10 + 10 = 20. Leave enough space between each doubles fact to write an additional fact later in the activity. Ask: What do all doubles facts have in common? Sample answers: Both addends are the same; the sums are all even. Tell them that today they will learn how to use doubles facts to solve other facts.

� Introducing WHOLE-CLASS ACTIVITY

Doubles-Plus-1 FactsWithout erasing the doubles facts you listed on the board for the Math Message Follow-Up, focus children’s attention on 5 + 5 = 10. Have children use one color or type of counters to show two columns of 5 counters each. Represent this on the board with a drawing labeled 5 + 5 = 10.

Lesson 5�10 403

Getting Started

Math Message Write 5 doubles facts that you are sure about.

Home Link 5�9 Follow-Up Briefly go over the answers.

Mental Math and ReflexesTell simple number stories. Children use any strategy to solve them and then share their solution strategies. Summarize solutions with an appropriate diagram and number model. (Remember not to force the solution to a number story into a particular mold.) If children are able to do so, ask them to complete the diagrams and/or suggest a number model. Children should not be expected to do either at this time.

Number story suggestions:

Malcolm has 7 basketballs and 7 baseballs. How many balls does Malcolmhave in all? 14 balls; 7 + 7 = 14

Henrietta had 15¢. She gave the cashier 5¢ for an eraser. How much money does Henrietta have left? 10¢; 15 - 5 = 10

Raymond and Eli collect baseball cards. Raymond has 19 cards. Eli has fewer cards than Raymond. The difference between the number of cards that Raymond has and the number of cards Eli has is 10. How many cards does Eli have in all? 9 cards; 19 – 9 = 10

�

Ongoing Assessment: Recognizing Student Achievement

Use Mental Math and Reflexes to assess children’s ability to solve simple

number stories. Children are making adequate progress if they are able to

correctly answer the first problem. Some children might answer all three

problems with relative ease.

[Operations and Computation Goal 4]

Mental Math and Reflexes �

5 + 5 = 10

403-408_EMCS_T_TLG_G1_U05_L10_233812.indd 403403-408_EMCS_T_TLG_G1_U05_L10_233812.indd 403 2/17/11 3:15 PM2/17/11 3:15 PM


Have children add one counter of a different color or type to the top of one column. Represent this on the board by drawing a counter of a different color on top of the right column. Ask: How is this like 5 + 5 = 10? How is it different from 5 + 5 = 10? Sample answer: It still has two sets of 5 counters, but it has 1 extra counter in one of the columns. Below the drawing, write the number model 5 + 6 = 10. Ask: Is this number model true or false? false Erase the 10. How could you use doubles to solve this problem? You can add 5 + 5 = 10 and then add one more to make 11. Write 11 to the right of the equals sign. Ask: Is this number model true or false? true Explain that this is called a doubles-plus-1 fact.

Repeat this activity with several other doubles-plus-1 facts. Then ask children to look at the list of doubles facts on the board and name some doubles-plus-1 facts that could be solved using the doubles facts. Insert these doubles-plus-1 facts next to the doubles facts in your list of facts. Point to various facts and ask how children could use doubles facts to find the sums. Once children seem to grasp the strategy, ask them to describe the strategy to put on the Fact Strategy Wall. For example, for the fact 3 + 4, children might say: You know that 3 + 3 = 6. Since 4 is one more than 3, then 3 + 4 is one more than 3 + 3. So to solve 3 + 4, you can think of the problem this way:

3 + 3 = 6 and 6 + 1 = 7so 3 + 4 = 7.

� Introducing WHOLE-CLASS ACTIVITY

Doubles-Plus-2 FactsBegin again with the doubles fact 5 + 5 = 10 written on the board and represented by two columns of 5 counters of the same color or type. Have children make two columns of 5 counters. Have children add two counters of a different color or type to one column. Draw two different counters at the top of one of your columns. Change the number model to 5 + 7 = 10. Ask: Is this number model true or false? false Erase the 10. Ask: How can we use the doubles fact 5 + 5 = 10 to solve this problem? Since 5 + 5 = 10 and there are 2 extra counters, add 2 to 10. Since 10 + 2 = 12, then 5 + 7 = 12. Explain that this is called a doubles-plus-2 fact. Write 12 to the right of the equals sign. Ask: Is this number model true or false? true

5 + 5 = 10 5 + 6 = 11

NOTE Knowledge of doubles facts is

important, as this lesson focuses on strategies

that assume quick recall of these facts. Daily

practice of the doubles facts will help reinforce

this skill.

NOTE Be sure to add Doubles-Plus-1

and Doubles-Plus-2 strategies to your Fact

Strategy Wall.

403-408_EMCS_T_TLG1_G1_U05_L10_233812.indd 404403-408_EMCS_T_TLG1_G1_U05_L10_233812.indd 404 3/11/11 3:39 PM3/11/11 3:39 PM

Ask: Can anyone think of another doubles fact that can be used to solve this problem? This will likely be a difficult question for children to answer. Guide children by moving one of the counters from the taller column to the shorter column. Again ask: Can anyone think of another doubles fact that can be used to solve this problem? Children should now be able to see that 5 + 7 = 6 + 6 = 12.

Have children use counters to practice using both methods to solve a variety of doubles-plus-2 facts. Some children will find that one method is easier for them than the other.

� Practicing Using Doubles INDEPENDENTACTIVITY

to Add(Math Journal 1, p. 98)

In Problems 1–3, children solve problems that could be solved using the doubles-plus-1 strategy. In Problems 5–7, they solve problems that could be solved using the doubles-plus-2 strategies. Take care, however, not to force a particular strategy for a problem. Your most efficient strategy for solving a particular problem may not be the most efficient strategy for every child. Demonstrating a variety of strategies and allowing children to share and discuss their own strategies with the class will allow children to internalize the strategies that are most efficient for them over time. Problems 4 and 8 will give insight into what strategies children are using most comfortably.

� Doing a Dice-Roll WHOLE-CLASS ACTIVITY

ActivityAsk a child to roll the dice and say aloud the numbers shown. Write the numbers on the board as an addition number model with an answer box for the sum. Have another child describe one strategy for adding the numbers. Show the order in which the child adds the numbers by connecting pairs of numbers and writing their sum. Write the sum of the numbers in the answer box. Refer to the Fact Strategy Wall as strategies arise (doubles, doubles-plus-1, doubles-plus-2, making ten, +10, etc.). Write the number model again and ask other children to add in a different order while you note the steps, the strategies used, and the sum.

You may wish to use this activity as an ongoing routine to practice fact strategies. As your class becomes more comfortable, try these variations: roll additional dice, roll again when a 1 appears on a die, or include one or more polyhedral die (8–20 sides). Have partnerships or individuals roll dice and record their work on slates or on paper.

Lesson 5�10 405

4 + 3 + 6 + 4 = 17

7 + 10

17

Using Doubles FactsLESSON

5 �10

Date

Add. Use doubles facts to help you.

1. 5 + 4 = 9 2. 15 = 8 + 7 3. 3 + 4 = 7

4. Explain how you solved 3 + 4.

Answers vary.

5. 5 + 3 = 8 6. 16 = 7 + 9 7. 6 + 4 = 10

8. Explain how you solved 6 + 4.

Answers vary.

081-107_EMCS_S_G1_MJ1_U05_577279.indd 98 3/10/11 12:33 PM

Math Journal 1, p. 98

Student Page



Links to the Future

Adjusting the Activity

2 Ongoing Learning & Practice

� Guessing the Grab WHOLE-CLASS ACTIVITY

Display a large, clear plastic bag containing 3 orange squares and 5 green triangles. Explain that you are going to close your eyes, reach into the bag, and grab a shape. Ask them which shape they think you will likely grab. Allow them to explain their reasoning. Then grab and remove a shape. Children continue to make predictions about what shape you will remove. Continue to remove shapes from the bag until the bag is empty. Refill the bag with different shapes. Repeat the activity.

After doing this activity several times, discuss children’s observations. For example:

● The shape with the greatest quantity is likely to be grabbed.

● The shape with the least quantity is unlikely to be grabbed.

● As you remove shapes from the original bag, the likelihood of which shape you grab will change.

When children start to see patterns in probability, do this activity with a

brown paper bag. Show children what shapes and how many of each shape are

in the bag. Then ask them which shape they think you are most likely to remove.

Continue the activity as described.

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

“Guessing the Grab” gives children the opportunity to use the most basic

language of probability. They will be exposed to this language throughout the

year. Explaining the most basic language of probability is a Grade 2 Goal.

EM3cuG1TLG1_403-408_U05L10.indd 406EM3cuG1TLG1_403-408_U05L10.indd 406 1/12/11 8:52 AM1/12/11 8:52 AM

� Math Boxes 5�10 INDEPENDENTACTIVITY

(Math Journal 1, p. 99)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 5-12. The skills in Problem 4 preview Unit 6 content.

� Home Link 5�10 INDEPENDENTACTIVITY

(Math Masters, p. 149)

Home Connection Children find the sums of near-doubles addition facts and solve base-10 block riddles.

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Exploring Doubles 5–15 Min(Math Journal 1, Activity Sheet 1)

To explore doubles using a concrete model, have children model doubles facts using counters. Children mix up number cards and place them in a deck facedown. One child selects a number card and uses that number of counters to make a row. The other child uses the same number of counters to make a row beside the first row. Children each write the doubles fact represented by the counters on a sheet of paper. They draw a picture to go with their doubles fact. Children repeat this activity as time allows.

1. Draw and solve.

Jade has 5 pennies. Max has 9 pennies. Who has fewer pennies?

How many fewer pennies?

fewer pennies

3. Record the temperature.

°F

4. Count up by 5s.

25, , ,

, , ,

,

Math Boxes LESSON

5 �10

Date

40

50

60

70

80°F

2. Add.

5 + 6 = = 7 + 8

7+ 5

6+ 8

Sample answer:

64

3040 50

60

3545

55

4

Jade

1115

12

14

081-107_EMCS_S_G1_MJ1_U05_577279.indd 99 2/17/11 12:41 PM

Math Journal 1, p. 99

Student Page

Lesson 5�10 407

Today children used doubles facts to solve other addition facts. For example, if children know that 5 + 5 = 10, then they can use that to solve 5 + 6 by solving 5 + 5 and adding 1 more. So 5 + 6 = 11. We call these “doubles-plus-1 facts.” Children also learned doubles-plus-2 facts, such as 6 + 8. By adding 1 to the larger addend and subtracting 1 from the smaller addend, children can use 7 + 7 = 14 to solve 6 + 8 = 14. Doubles-plus-2 facts can also be solved by doubling the smaller number and adding 2 more. Review doubles-plus-1 and doubles-plus-2 facts with your child.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

5�10

Name Date

Using Doubles Facts

Practice

Write the sums. Tell someone at home how you can use doubles facts to solve the problems. 1. 3 + 4 = 2. 17 = 8 + 9 3. 7 + 5 = 12 4. 8

+ 715

5. 5+ 3

8

6. 4+ 610

7. 6+ 511

7

Solve the riddles.

8. 2 and 4 = 9. 4 and 7 = 4724

119-160-339_EMCS_B_MM_G1_U05_576930.indd 149 3/11/11 11:18 AM

Math Masters, p. 149

Home Link Master

NOTE Remember to reserve time every day

to complete the number-line, attendance,

calendar, weather, and temperature routines.



EXTRA PRACTICE PARTNER ACTIVITY

� Playing Domino Top-It 15–30 Min

Children determine sums and compare quantities by playing Domino Top-It.

Directions

1. Children place the dominoes facedown on the table.

2. Each child chooses a domino and compares the total number of dots to the total number on his or her partner’s domino.

3. The child with the larger total takes both dominoes. Ties are settled by another draw.

4. The game ends when time is up or when all of the dominoes have been drawn.

Planning Ahead

Provide time for children to work on the number scrolls that they began in Lesson 4-10.


Today children used doubles facts to solve other addition facts. For example, if children know that 5 + 5 = 10, then they can use that to solve 5 + 6 by solving 5 + 5 and adding 1 more. So 5 + 6 = 11. We call these “doubles-plus-1 facts.” Children also learned doubles-plus-2 facts, such as 6 + 8. By adding 1 to the larger addend and subtracting 1 from the smaller addend, children can use 7 + 7 = 14 to solve 6 + 8 = 14. Doubles-plus-2 facts can also be solved by doubling the smaller number and adding 2 more. Review doubles-plus-1 and doubles-plus-2 facts with your child.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

5�10

Name Date

Using Doubles FactsC

opyright

© W

right

Gro

up/M

cG

raw

-Hill

149

Practice

Write the sums. Tell someone at home how you can use doubles facts to solve the problems. 1. 3 + 4 = 2. = 8 + 9 3. 7 + 5 = 4. 8

+ 7

5. 5+ 3

6. 4+ 6

7. 6+ 5

Solve the riddles.

8. 2 and 4 = 9. 4 and 7 =

119-160-339_EMCS_B_MM_G1_U05_576930.indd 149119-160-339_EMCS_B_MM_G1_U05_576930.indd 149 3/11/11 11:18 AM3/11/11 11:18 AM

Facts Using Doubles - Everyday Math · finding sums. Teaching the Lesson Ongoing Learning &...

Documents

Transcript of Facts Using Doubles - Everyday Math · finding sums. Teaching the Lesson Ongoing Learning &...