##
* *Reflection: Intervention and Extension
Double Trouble - Section 3: Practice the Concept

During this lesson, students seemed to struggle with thinking about patterns of doubles in the real world. It was my hope that they would think of objects around them that always came in groups like that. However, some of the children could not see those patterns and instead incorrectly came up with things like groups of fish or baseballs. As the students worked, I remembered that I had some magazines that I had used in a previous project. I gave magazines to those students who seemed to be struggling and challenged them to search for patterns in the magazines. It was somewhat time consuming, but I believe it is important for students to recognize the doubles around them. Once they found a few things, they no longer needed the magazines to come up with ideas.

*Double Trouble Reflection*

*Intervention and Extension: Double Trouble Reflection*

# Double Trouble

Lesson 6 of 8

## Objective: The students will be able to fluently recall addition facts where both addends are the same.

#### Activator

*10 min*

I begin this lesson by asking the students to explain what they know about addition problems. The hope is they would acknowledge that there are two addends, which when added together equal the sum.

Then ask the students what it would mean if they were offered a double scoop of ice cream. *Can thinking of a double scoop of ice cream help you understand doubles addition facts?* Students turn and talk.

If necessary, guide students to discuss how a double scoop of ice cream would be two scoops of ice cream, therefore a doubles fact would have something to do with two. A doubles fact is an addition sentence that has two addends that are the same.

#### Resources

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#### Develop the Concept

*20 min*

Ask the students to think of facts that would be considered doubles facts, where both of the addends are the same. Make a list of these facts on the board. Have the students watch the *Doubles, Doubles *video to help them practice doubles facts**.

Then ask the children to turn and talk to a partner about where they have seen objects or things that would show 1 + 1 = 2, for example 1 eye + 1 eye = two eyes. Give students a brief amount of time, then brainstorm as a community to discover as many real world doubles as possible. Hints and "wonderings" may be needed, but make sure students do the work so that it is a real world experience from their point of view.

**Note - I can't overstate the importance of joy and motion in a second grade classroom. We are working with very young children. They need to move, and they love to sing. So I put these two together and use music throughout the day to teach. It's a great way to get in some additional math practice.

#### Resources

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#### Practice the Concept

*20 min*

Have students work in partners to complete the Doubles in the Real World Booklet. They should draw pictures of things that could be found in the real world to show doubles facts (2 + 2 could be wheels on a car, 3 + 3 could be insect legs, etc). See the Doubles in The Real World picture to see examples of these.

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#### Summarizer

*10 min*

Have students come back together as a class. Encourage students to turn and talk about what some of the things that they came up with for ideas for each doubles fact (MP3).

*How could recognizing doubles patterns all around you, help you with doubles facts?*

There aren't correct responses for this question, and that's not its purpose. Having students discuss their thinking helps to develop schema. With children this young, there is little life experience to draw on when confronted with new ideas and that can interfere with memory and comprehension.

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