Doubles Fun: Mastering Math Facts to 18!

Math Grades 1st Grade 5:58 Video
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Lesson Description

Join us for an exciting math adventure where we'll learn and review doubles facts up to 18! Get ready to use fun objects and matching games to become doubles masters!

Video Resource

Grade 1: Math Lesson # 28 Doubles Facts to 18

The Eagle's Nest - Our Online Classroom

Duration: 5:58
Watch on YouTube

Key Concepts

  • Doubles facts (adding a number to itself)
  • Memorization of doubles facts up to 18
  • Using objects to visualize and solve doubles problems

Learning Objectives

  • Students will be able to recall doubles facts from 0+0 to 9+9.
  • Students will be able to use objects (like rocks or drawings) to represent and solve doubles addition problems.
  • Students will be able to match doubles facts with their correct sums.

Educator Instructions

  • Introduction (5 mins)
    Begin by reviewing previously learned doubles facts (0+0 to 5+5). Engage students by asking them what they already know about doubles. Introduce the learning goal: to review doubles facts to 18.
  • New Doubles Facts (5 mins)
    Introduce the new doubles facts: 6+6=12, 7+7=14, 8+8=16, and 9+9=18. Repeat each fact several times and encourage students to repeat them aloud.
  • Visual Representation (10 mins)
    Demonstrate how to use objects (like the rocks in the video) to represent each doubles fact. For example, show 6 rocks + 6 rocks = 12 rocks. Repeat for 7+7, 8+8, and 9+9. Encourage students to count along.
  • Matching Activity (10 mins)
    Explain the matching card activity. Students match the doubles fact card (e.g., 6+6) with the correct sum card (e.g., 12). If time permits, have students create their own matching cards.
  • Wrap-up (5 mins)
    Review all the doubles facts learned in the lesson. Encourage students to continue practicing at home using objects and the matching game.

Interactive Exercises

  • Object Counting
    Provide each student with small objects (e.g., counters, cubes, or even small toys). Call out a doubles fact (e.g., 7+7) and have students use the objects to represent the problem and find the answer.
  • Doubles Fact Matching Game
    Create matching cards with doubles facts on one set of cards and the corresponding sums on another set. Students match the facts to their answers. This can be done individually or in small groups.

Discussion Questions

  • What is your favorite doubles fact and why?
  • Can you think of a time when knowing doubles facts could help you in real life?

Skills Developed

  • Addition fluency
  • Memorization
  • Visual representation of math concepts
  • Problem-solving

Multiple Choice Questions

Question 1:

What is 6 + 6?

Correct Answer: 12

Question 2:

What is 7 + 7?

Correct Answer: 14

Question 3:

What is 8 + 8?

Correct Answer: 16

Question 4:

What is 9 + 9?

Correct Answer: 18

Question 5:

What is 1 + 1?

Correct Answer: 2

Question 6:

What is 2 + 2?

Correct Answer: 4

Question 7:

What is 3 + 3?

Correct Answer: 6

Question 8:

What is 4 + 4?

Correct Answer: 8

Question 9:

What is 5 + 5?

Correct Answer: 10

Question 10:

If you have 8 cookies and then get 8 more, how many cookies do you have?

Correct Answer: 16

Fill in the Blank Questions

Question 1:

6 + 6 = ______

Correct Answer: 12

Question 2:

7 + 7 = ______

Correct Answer: 14

Question 3:

8 + 8 = ______

Correct Answer: 16

Question 4:

9 + 9 = ______

Correct Answer: 18

Question 5:

3 + 3 = ______

Correct Answer: 6

Question 6:

2 + 2 = ______

Correct Answer: 4

Question 7:

5 + 5 = ______

Correct Answer: 10

Question 8:

1 + 1 = ______

Correct Answer: 2

Question 9:

0 + 0 = ______

Correct Answer: 0

Question 10:

4 + 4 = ______

Correct Answer: 8

Educational Standards

CCSS.Math.Content.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 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.B.3:Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

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