SWBAT solve addition doubles facts fluently.

The more addition facts first graders can memorize, the faster they can solve more complicated equations. My students will be reviewing doubles facts here and building model representations.

5 minutes

To get my students thinking about numbers I will have my students play a game of "Around the World." I use this game a lot because it is fast, gets them up out of the chairs, and is competitive.

Directions: This is a competitive game to see who can say the correct answer first. You begin by selecting two students. These students stand up and you will ask your question. Whoever says the answer first, wins. The winner is then matched with a new person and the same process proceeds. You will continue to match the winner with a new person until everyone in the room has a turn and the final winner is produced. I love this game because it can be used in any content area. Go here to see a video of my class playing the game to compare numbers. Also, you can watch a video in the resource section of my class playing the game using simple addition problems earlier in the year.

Examples:

*Okay, here we go, what is the answer to?*

*5+5=*

*3+3=*

*2+2=*

*6+6=*

Continue with numbers like this until everyone has a turn. This activity will be a spring board for today's lesson.

10 minutes

Common core standard 1.OA.C.6 expects our first graders to develop fluency in addition. I can help my students build such fluency, by providing them lessons based on their learning styles and tapping into their joy for games and fun. I found this game at Teachers Pay Teachers as a freebie and it provides practice on addition doubles facts. You can go here to print this game sheet. You will need decahedron die for this game. If you already have a class set, great! If not, here is a master copy to print on card stock and create as many as you need. Constructing the die is time consuming, so I created enough that I could have 4 students, two sets of partners, share, and play the game. To play the game, students will roll roll the dice and whatever number they land on, they will double it. So, if they land on 4, they will have to say 4+4=8. They will use their game marker (we use red/yellow counters) to cover 8 on the game sheet. Then it's the other partners turn. Whoever covers all their doubles answers, wins! After they play the game today, I am going to place this game and dice in a center for them to use during free time.

15 minutes

Students will be building models for the doubles facts.

Need: graham crackers, chocolate chips, white icing, paper plates, possibly some gallon size baggies to take their creations home

I will pre-snap their graham crackers into small rectangles. At each group, place a container of white icing, paper plate of chocolate chips, plastic knife for each student, and each student will receive a plate of 10 graham rectangles. Students will begin with the smallest doubles fact 1+1; spread icing on one rectangle and place 1 chip on each side of the rectangle. Think of it as a domino and they are building the doubles fact as a reflection. Then, they will build 2+2 and so on. Students will build a model for each fact up to 10+10.

Building these models will assist my students in becoming more mathematically proficient and allow them to use their reasoning skills to build a doubles facts and place their chocolate chips in equal amounts on each side of the cracker to present the number being doubled. As they are placing the chips, they are being forced to analyze the relationship between the amounts, keeping them the same on both sides, and constructing the correct amount to equal the doubles fact answers. It is very similar to creating a number sentence, but it is being developed in a concrete manner. They will be able to review their conclusions and see if the results make sense. (MP4).

5 minutes

Lots of sugar means they need movement. I will divide my class in half and create two lines. The first two people in line will be competing to answer a doubles facts. Whoever answers first will win a point for their line. When the fact is answered, both students will go to the end of the line and two new students will compete.