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Mastering Doubles and Near-Doubles

Lesson Plan
Grade 1
English

Mastering Doubles and Near-Doubles

Lesson Overview

Grade Level: 1 Duration: 45 Minutes Subject: Mathematics - Operations and Algebraic Thinking

Objective

Students will be able to demonstrate fluency in addition within 10 (and up to 20) by identifying and using the doubles and near-doubles (doubles plus one) strategies.

CCSS Alignment

  • 1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums (e.g., adding
    
    by creating the known equivalent
    
    ).

Materials List

  • Standard 6-sided dice (1 pair per student/pair)
  • Set of dominoes
  • Two-color counters (20 per student)
  • Whiteboards and markers
  • "Doubles Fact" Anchor Chart
  • Embedded Fact Fluency Worksheet


Lesson Procedure

1. The Hook: Dice-and-Dominoes (10 Minutes)

  • Activity: Give each student or pair a set of dice or dominoes.
  • Goal: Students roll two dice. If they roll the same number (a "double"), they shout "DOUBLE!" and calculate the sum as fast as possible on their whiteboards.
  • Domino Twist: If using dominoes, students flip a tile. If the number of dots on both sides matches, they record the equation (e.g.,
    
    ).
  • Connection: Explain that today, we are going to learn why doubles are "power numbers" that help us solve harder problems in a snap.

2. Modeling: The Power of Doubles (10 Minutes)

  • Direct Instruction: Show the class the visual below. Explain that a double is when we add the same number to itself.
fig 1: Cute dice showing 4+4=8
fig 1: Cute dice showing 4+4=8

  • Action: Build a "Doubles Ladder" on the board:
  • 
  • 
  • 
  • 
  • 
  • Total Body Response: Have students use their fingers to show the doubles as you recite them together (e.g., hold up 2 fingers on each hand for
    
    ).

3. Guided Practice: Near-Doubles Strategy (10 Minutes)

  • Concept: Introduce "Near-Doubles" (Doubles Plus One).
  • Scenario: Write
    
    on the board.
  • Think-Aloud: "I don't know
    
    instantly, but I know
    
    . I see that 4 is just one more than 3. So,
    
    must be one more than 6!"
  • Practice: Use counters to show 3 red and 3 yellow. Then add one more yellow to show
    
    .
  • Guided Task: Solve these together on whiteboards:
  • If
    
    , then
    
  • If
    
    , then
    

4. Independent Practice & Differentiation (10 Minutes)

Students will complete the Fact Fluency Worksheet (embedded below).

Differentiated Tiers:

  • Beginning: Use two-color counters for every problem. Focus strictly on sums up to 10 (Doubles 1-5).
  • Intermediate: Complete the worksheet using the "Think of the Double" strategy. Use the anchor chart for support.
  • Advanced: Introduce "Doubles Minus One." (e.g.,
    
    is like
    
    ). Solve 3 challenge problems with sums up to 20 (e.g.,
    
    ).
  • EL Scaffold: Use sentence frames:
  • "I know
    
    ."
  • "So,
    
    is one more. It is
    
    ."

5. Exit Ticket: 5-Fact Check (5 Minutes)

Students write the sums for these 5 facts on a post-it note or small slip:
  1. 
  1. 
  1. 
  1. 
  1. 


Fact Fluency Worksheet: Doubles & Near-Doubles

Name:
Date:
Double It Up! Use your doubles to help you solve the near-doubles!
Part 1: The Doubles
1.   1 + 1 = ______
2.   2 + 2 = ______
3.   3 + 3 = ______
4.   4 + 4 = ______
5.   5 + 5 = ______
Part 2: Near-Doubles (+1)
6.   1 + 2 = ______
7.   2 + 3 = ______
8.   3 + 4 = ______
9.   4 + 5 = ______
10. 5 + 6 = ______
Mental Math Challenge: If 6 + 6 = 12, then 6 + 7 = ______