##
* *Reflection: Vertical Alignment
Double It - Section 1: Warm Up

I am currently tutoring a 6th grader. She is struggling with math and has for several years. One of the problems is that she does not know any of her number facts with automaticity. She can count on her fingers to figure things out, but she does not see the obvious, such as when things add to 10 or subtract from 10.

Today she needed to add 126 + 64. She had to write the problem down in traditional columns and then solve the problem counting 6 + 4 on her fingers and then 6 + 2. She got the right answer and knew the process, but in 6th grade to still be counting out simple fact that should be automatic takes so much of her time.

If we can get all children in second grade to develop automaticity with number facts, and to recognize such things as tens and doubles, later math will be so much easier for them to tackle. Students who can recall previous learnings and especially strategies that have worked in the past and can apply this to new learnings will be more successful as math learners. The child mentioned above takes everything as brand new. She never relates what she has learned before to what she is doing now. She has to start over for each problem she solves. Second grade is an important time to develop a basic understanding of how numbers combine and the rules governing numbers. Two of the best activities for developing fluency to ten in young children are "make ten" using ten frames and subitizing with ten frames.

*Why Keep At Partners of Ten*

*Vertical Alignment: Why Keep At Partners of Ten*

# Double It

Lesson 8 of 18

## Objective: SWBAT use the addition of doubles to perform doubles subtraction and addition and subtraction with doubles plus/minus one.

#### Warm Up

*10 min*

I begin today by activating student's prior knowledge. I put the *Partners of Ten Rhyme* on the interactive white board. I ask students to chant it with me. I hide the rhyme and ask students who is the partner with 8 (who does 8 like?) I ask a few other partner questions to help students recall the rhyme we have already been using.

I put some *partners of ten* subtraction problems on the board.

10 - 3 =___. 10 - 6 = ___. 10 - 5 =____ for students to solve without counting. I ask students to call out the answers. This may be loud, but I am not checking each child here for understanding. I am watching though, to see who seems to not be responding.

*How does knowing partners of 10 help us with subtraction from 10?* I ask several students to answer.

*Are there other things we can do to help us with adding and subtracting easily? *

I tell students that today we will work on a few of those strategies.

*expand content*

#### Teaching The Lesson

*20 min*

I start by introducing the word double. *What does double mean? If I double something what do I do? *

*Doubles help us with other math facts. Can you think of a double?* (Students suggest 2 + 2, etc.). I write responses on the board as students suggest them.

*What happens when I double something in math? *(I add the same number twice.)

I tell students that I would like to make a doubles rhyme that is like the partners of ten rhyme, but using the doubles. I say I will start with 1.

*One plus one is two, I better tie my shoe.*

Together we try two.

*Two plus two is ____ .* I ask for the answer. Now I ask for a rhyme.

I tell students that they will start today by working with a partner to write a double rhyme for the number given to them and to draw a picture that goes with it. When it is done we'll share and try them to see if the rhymes will help us just like the tens rhyme does.

I hand each group a paper with a place for the rhyme, the picture and their number (3, 4, 5, 6, 7, 8, 9, 10, 11, 12).

I give groups about 5 minutes to write and illustrate their rhyme. We post our work and then read each rhyme together.

We will use these rhymes as we practice during the next part of the lesson.

#### Resources

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#### Independent Practice

*15 min*

In this part of the lesson students make doubles pictures that have a picture of a number of items on the top, the same number on the bottom and an addition and subtraction sentence for each picture. The pictures will be drawn on cards creating a class set of flash cards for the doubles facts.

After drawing the cards I call out a doubles fact. Any child with that card brings it up to me.

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#### Closing

*10 min*

Students complete a doubles practice page to act as an informal assessment of understanding of doubles.

This can be two different pages to accommodate different levels in the classroom. If students are using strategies to add these numbers, they should show their work. Many students may opt to use their fingers, so during this work time I'm circulating to take note of this type of strategy use.

#### Resources

*expand content*

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| 6 months ago | Reply

I REALLY enjoy the rhymes! It integrates perfectly with CCSS.ELA-LITERACY.RL.2.4!!

" target="_blank" >http://www.corestandards.org/ELA-Literacy/RL/2/4/">CCSS.ELA-LITERACY.RL.2.4!!Thanks!! :)

| 3 years ago | Reply##### Similar Lessons

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Environment: Rural

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Let Me Count The Ways to Get An Answer
- LESSON 2: Who Makes Mistakes
- LESSON 3: Counting Up to Solve Problems
- LESSON 4: Counting Backwards Works Too
- LESSON 5: Counting Bugs
- LESSON 6: Taking Apart the Problem
- LESSON 7: Getting Bigger and Smaller
- LESSON 8: Double It
- LESSON 9: Doubles Plus or Minus One
- LESSON 10: Evens and Odds
- LESSON 11: Plus Ten Minus Ten
- LESSON 12: From Tens to Nines
- LESSON 13: Equal Amounts
- LESSON 14: Understanding Subtraction
- LESSON 15: Skip Counting with 5s, 10s and 100s
- LESSON 16: Balancing Equations and Counting Backwards
- LESSON 17: Counting with Tens and Hundreds
- LESSON 18: Assessment