The Neighbors of Doubles

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The students will be able to fluently recall math facts using the "doubles plus one" strategy.

Big Idea

The big idea of this lesson is that students can solve for near doubles by thinking of the related doubles fact.

Activator and Materials

10 minutes

I begin this lesson by asking my students to explain what they know about addition problems.  I'm listening to hear students describe and name the components of addition, that there are two addends, which when added together equal the sum. 

Then, I ask students what they remember about doubles facts.  If necessary, I guide students to discuss how a doubles fact is an addition sentence that has two addends that are the same.  

Develop the Concept

25 minutes

Students are asked to turn and talk about what they think near doubles are.  If necessary, I work to help students think about what the word near means, and how could that be applied to doubles (doubles plus one). 

After students have had a short amount of time to talk with their neighbor,I ask them to think of facts that would be considered doubles facts.

As students share doubles facts, I make a list of these facts on the board. I deliberately write them in "counting" order.

Then, I make a corresponding list of near doubles facts for each double fact.  Again, I have the students turn and talk about how the doubles facts and near doubles facts are related.

Practice the Concept

15 minutes

Students work in partners to play the Near Doubles Memory Game.  Students put all of the cards face down on the table.  The first player flips one card, says the problem aloud including the answer, and determines whether or not it is a doubles fact or a near double. 

That student then talks with their partner to discuss which card would be the “match”, either the corresponding double or near double.


10 minutes

After playing, I make sure we have time to come back together as a class.  This is the time I encourage my students to think about:

 “How do you think this strategy could help you build your math fact fluency?”

Students turn and talk about what they learned about doubles facts and how they are related to near doubles facts. During this time I circulate and listen. I'm looking for any indications of confusion or misconceptions.