Double Fun with Doubles Facts!

Math Grades 1st Grade 6:41 Video
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Lesson Description

Let's review our doubles facts and learn how they work with fun visuals and real-life examples!

Video Resource

Grade 1: Math Lesson #29 Doubles Facts Review

The Eagle's Nest - Our Online Classroom

Duration: 6:41
Watch on YouTube

Key Concepts

  • Doubles Facts
  • Addition
  • Number Recognition

Learning Objectives

  • Students will be able to recall doubles facts from 0+0 to 9+9.
  • Students will be able to use manipulatives (seeds, counters) to represent doubles facts.
  • Students will be able to explain the concept of 'doubles' in their own words.

Educator Instructions

  • Introduction (5 mins)
    Begin by welcoming the students and introducing the learning goal: reviewing doubles facts. Engage students by talking about the cable ferries (as seen in the video) and how they carry double the amount of cars/trucks each trip.
  • Doubles Facts Review (5 mins)
    Recite the doubles facts from 0+0 to 9+9. Encourage students to shout out the answers. Repeat the recitation, giving students time to answer before you do.
  • Hands-on Activity with Seeds (8 mins)
    Use seeds (or any other counters) to visually represent each doubles fact. Follow the video example, demonstrating how to place an equal number of seeds on each side to represent the equation. Have students participate by counting along and placing their own seeds.
  • Practice and Application (7 mins)
    Present each doubles fact equation on the board or a worksheet. Have students write the equation and the answer. Encourage them to use their seeds or counters to help. Ask them to explain the doubles fact to a partner.
  • Wrap-up (5 mins)
    Review all the doubles facts one last time. Praise students for their hard work and encourage them to continue practicing. Connect to real-world examples (e.g., 'If you have 2 eyes, then you have double that in your hands!').

Interactive Exercises

  • Doubles Fact Matching Game
    Create matching cards with doubles facts equations (e.g., 3+3) and their answers (e.g., 6). Have students match the correct pairs.
  • Doubles Fact Bingo
    Create bingo cards with the answers to doubles facts. Call out the equations (e.g., '4 plus 4'). Students mark the answer on their card. First to get bingo wins!

Discussion Questions

  • What does it mean when we say 'doubles'?
  • Can you think of a time when you've used doubles facts in your daily life?
  • Why is it helpful to know our doubles facts?

Skills Developed

  • Addition Fluency
  • Number Sense
  • Problem-Solving
  • Visual Representation

Multiple Choice Questions

Question 1:

What is 1 + 1?

Correct Answer: 2

Question 2:

What is 2 + 2?

Correct Answer: 4

Question 3:

What is 3 + 3?

Correct Answer: 6

Question 4:

What is 4 + 4?

Correct Answer: 8

Question 5:

What is 5 + 5?

Correct Answer: 10

Question 6:

What is 6 + 6?

Correct Answer: 12

Question 7:

What is 7 + 7?

Correct Answer: 14

Question 8:

What is 8 + 8?

Correct Answer: 16

Question 9:

What is 9 + 9?

Correct Answer: 18

Question 10:

If you have 2 apples and your friend has double that amount, how many apples does your friend have?

Correct Answer: 4

Fill in the Blank Questions

Question 1:

0 + 0 = ____

Correct Answer: 0

Question 2:

1 + 1 = ____

Correct Answer: 2

Question 3:

2 + 2 = ____

Correct Answer: 4

Question 4:

3 + 3 = ____

Correct Answer: 6

Question 5:

4 + 4 = ____

Correct Answer: 8

Question 6:

5 + 5 = ____

Correct Answer: 10

Question 7:

6 + 6 = ____

Correct Answer: 12

Question 8:

7 + 7 = ____

Correct Answer: 14

Question 9:

8 + 8 = ____

Correct Answer: 16

Question 10:

9 + 9 = ____

Correct Answer: 18

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. 1.NBT.C.4:Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

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