Doubles Plus One: Making Math Super Fun!

Math Grades 1st Grade 8:25 Video
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Lesson Description

Let's learn about 'doubles plus one' facts and make addition easier!

Video Resource

Grade 1: Math Lesson #79 Addition Facts - Doubles Plus One Facts

The Eagle's Nest - Our Online Classroom

Duration: 8:25
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Key Concepts

  • Doubles Facts
  • Doubles Plus One Strategy
  • Addition within 20

Learning Objectives

  • Students will be able to identify and recall doubles facts (e.g., 1+1, 2+2, 3+3, etc.).
  • Students will be able to use the doubles plus one strategy to solve addition problems (e.g., 3+4 by knowing 3+3=6, so 3+4=7).

Educator Instructions

  • Introduction (5 mins)
    Start by welcoming the students and briefly explaining what they will learn: 'Today, we are going to learn a super cool trick to help us add numbers quickly! It's called 'doubles plus one'!' Review basic addition.
  • Doubles Facts Review (5 mins)
    Review doubles facts from 1+1 to 5+5. Use visual aids like drawings or objects to represent each double. Have students repeat the doubles facts aloud.
  • Introducing Doubles Plus One (10 mins)
    Explain the concept of 'doubles plus one'. For example: 'If we know 3+3=6, then 3+4 is just one more than 6, so it's 7!' Use different examples and involve the students by asking them to solve the problems with you.
  • Practice Time! (10 mins)
    Present various 'doubles plus one' addition problems. Have students solve them using the strategy they just learned. Use manipulatives (like counters or blocks) if needed.
  • Wrap-up (5 mins)
    Summarize what they learned today. Reiterate the doubles plus one strategy and its usefulness. Ask students if they have any questions.

Interactive Exercises

  • Number Line Hop
    Use a number line to visually demonstrate 'doubles plus one'. Start at a number, double it by hopping the same amount, then hop one more to solve the problem.
  • Flashcard Fun
    Create flashcards with 'doubles plus one' problems. Show the flashcards and have students shout out the answers.

Discussion Questions

  • What are some doubles facts you already know?
  • How does knowing a doubles fact help you solve a 'doubles plus one' problem?

Skills Developed

  • Addition Fluency
  • Problem-Solving
  • Number Sense

Multiple Choice Questions

Question 1:

What is 2 + 2?

Correct Answer: 4

Question 2:

If you know 4 + 4 = 8, what is 4 + 5?

Correct Answer: 9

Question 3:

What is 1 + 1?

Correct Answer: 2

Question 4:

What is 3 + 3?

Correct Answer: 6

Question 5:

If you know 2 + 2 = 4, what is 2 + 3?

Correct Answer: 5

Question 6:

What is 5 + 5?

Correct Answer: 10

Question 7:

If you know 1 + 1 = 2, what is 1 + 2?

Correct Answer: 3

Question 8:

What is 4 + 4?

Correct Answer: 8

Question 9:

If you know 3 + 3 = 6, what is 3 + 4?

Correct Answer: 7

Question 10:

If you know 5 + 5 = 10, what is 5 + 6?

Correct Answer: 11

Fill in the Blank Questions

Question 1:

2 + 2 = ____

Correct Answer: 4

Question 2:

3 + 3 = ____

Correct Answer: 6

Question 3:

1 + 1 = ____

Correct Answer: 2

Question 4:

If 4 + 4 = 8, then 4 + 5 = ____

Correct Answer: 9

Question 5:

If 2 + 2 = 4, then 2 + 3 = ____

Correct Answer: 5

Question 6:

5 + 5 = ____

Correct Answer: 10

Question 7:

If 3 + 3 = 6, then 3 + 4 = ____

Correct Answer: 7

Question 8:

4 + 4 = ____

Correct Answer: 8

Question 9:

If 1 + 1 = 2, then 1 + 2 = ____

Correct Answer: 3

Question 10:

If 5 + 5 = 10, then 5 + 6 = ____

Correct Answer: 11

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.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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