##
* *Reflection: Student Feedback
The Neighbors of Doubles - Section 3: Practice the Concept

While students are playing the Memory Game I found that it was necessary for some students to play in partnerships, that I created, at a small table where I could monitor their learning. It was not something that I determined before the games began, but after I was circulating around the classroom, I found that some of my students were having a difficult time with simply the doubles fact. With the small group, before any of them began playing the game, I had the students work together to place all of the cards face up on the table and simply try to match the two cards, double with near double. This helped me determine which students understood the concept and which might need more assistance to see the relationship between them. When they then played the game with me monitoring, I encouraged discussion. For instance, if a student flipped over a doubles fact I would ask "What do you think could be a near double that we could use that fact to help us solve?" Most often with a few prompts the students were able to correctly identify either the double or near double that would match.

*Neighbors of Doubles Reflection*

*Student Feedback: Neighbors of Doubles Reflection*

# The Neighbors of Doubles

Lesson 2 of 8

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

#### Activator and Materials

*10 min*

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.

#### Resources

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#### Develop the Concept

*25 min*

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.

*expand content*

#### Practice the Concept

*15 min*

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.

#### Resources

*expand content*

#### Summarizer

*10 min*

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.

*expand content*

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