Lesson 3 of 9
Objective: SWBAT solve addition doubles facts fluently.
Rev Them Up
First graders love to sing! In addition, connecting a song to a new concept is a great, meaningful way to help them remember. There are many doubles raps out on the market that can be accessed through the internet and/or printed by curriculum companies. I found two very worthy doubles raps on Youtube. Here is for numbers 1-5 and here is for numbers 6-10. I will have them watch the video first and then have them push their chairs in and participate. My kids enjoyed watching the doubles rap video.
When we finish the first video, I will verbally review with them the addition problems for 1-5. Then we will do the same for the second video. We want them to be able to solve quantitatively and we work on that by providing practice on using addition strategies. (MP2). Songs like this provides them a cognitive reference to use when working with doubles facts. They love it!
Whole Group Interaction
Need: images for poster; you can access your own or print them from the resource section, Velcro, sentence strips
We will be creating Our class doubles poster together. This doubles poster is going to provide visual images for students to relate and remember their addition doubles facts. 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 giving them mnemonics to refer to when using their computation skills. Check out the video of my students helping me piece our poster together and the finished product.
I printed my images ahead of time, glued them to the butcher paper, and laminated it. Also, I pre-wrote my doubles facts on sentence strips and separate strips with the answers to the doubles facts. You could write them as the kids make the connections. I will call my students over and explain:
Students we can use pictures to help us see how numbers add together. These pictures can also help us remember the answers to doubles facts. I need you to help me figure out which doubles facts fits each picture.
Ideas I want them to note:
Eyes; 1 eye + 1 eye=2
Butterfly; 2 wings+2wings=4
Ant; 3 legs+3legs=6
Spider; 4 legs+4 legs=8
Hands; 5 fingers+5fingers=10
Eggs; 6 eggs+6eggs=12 eggs
Calendar; 7 days in a week+7 days in a week=14 days
Crayons; 8 crayons on top row+8crayons on top row=16 crayons
Semi-truck; 9 wheels+9wheels=18
Need: Print the Doubles Match Up worksheet and copy for each student.
I will have my students practice their doubles facts by matching the images we used during our whole group interaction to the correct addition equation. I will remind them how each image represents a doubles facts:
Separate the eyes.
Count the butterfly's wings.
Count the ant's legs.
Count the spider's legs.
Separate the eggs into two rows.
7 days in a week.
Separate the crayons into rows.
Split the truck down the middle and count tires.
My student does not have fluency yet, but with more practice, the spider image will eventually help him recall the fact without having to count the legs. It is very important for First Graders to begin developing fluency not only with doubles facts, but also with all addition and subtraction facts so they can direct more attention towards higher order thinking skills with more complicated problems in later grades.
Need: Print the doubles facts match up worksheets and copy for each student.
The next step in this lesson is to provide my students an opportunity to solve doubles facts without having to use a visual mnemonics. My goal was for the mnemonic to become ingrained cognitively.
Students will cut apart the facts and answers, match them up, and glue them to construction paper.
Checking for comprehension of a topic does not have to be a formal event. When my students are completing the lesson extension and matching their doubles facts, I will have them set up their privacy folders and complete the task on their own. As they turn it in, I will be checking for correct answers and identifying who needs some one-on-one time with me.