Double the Fun: Learning Doubles with Harry Kindergarten!

Math Grades 1st Grade 1:21 Video
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Lesson Description

Learn about doubles addition (adding a number to itself) with a fun song from Harry Kindergarten Music! This lesson helps 1st graders understand and memorize doubles facts from 1+1 to 10+10.

Video Resource

DOUBLES! DOUBLES! (*new* 1-10 version)

Harry Kindergarten Music

Duration: 1:21
Watch on YouTube

Key Concepts

  • Doubles Addition
  • Adding a number to itself
  • Number Recognition

Learning Objectives

  • Students will be able to identify and solve doubles addition problems from 1+1 to 10+10.
  • Students will be able to recall doubles facts with increased fluency.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they know about doubles. Ask if they have ever heard of adding a number to itself. Explain that today, they will be learning doubles facts with a fun song.
  • Video Viewing (3 mins)
    Play the "DOUBLES! DOUBLES! (*new* 1-10 version)" video by Harry Kindergarten Music. Encourage students to sing along and dance.
  • Discussion (5 mins)
    After the video, review the doubles facts presented in the song. Ask students what they noticed about adding doubles (e.g., the answer is always an even number).
  • Practice Activities (12 mins)
    Engage students in activities like using manipulatives (e.g., counting bears, blocks) to physically represent and solve doubles problems. You can also have them draw pictures or write out the equations.
  • Worksheet/Quiz (5 mins)
    Distribute the worksheet or administer the quiz to assess student understanding of doubles facts.

Interactive Exercises

  • Counting Bears Doubles
    Give each student a set of counting bears. Call out a number (e.g., 3). Have students put out that many bears, then put out the same amount again. Ask them to count how many bears they have in total. This helps them visualize the doubles fact (3+3=6).
  • Doubles Drawing
    Have students draw pictures to represent doubles facts. For example, for 2+2=4, they could draw two apples, then two more apples, and then count all the apples.

Discussion Questions

  • What happens when you add a number to itself?
  • Can you think of a time when you have used doubles in real life?

Skills Developed

  • Addition
  • Memorization
  • Problem-Solving

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:

What is 10 + 10?

Correct Answer: 20

Fill in the Blank Questions

Question 1:

1 + 1 = ____

Correct Answer: 2

Question 2:

2 + 2 = ____

Correct Answer: 4

Question 3:

3 + 3 = ____

Correct Answer: 6

Question 4:

4 + 4 = ____

Correct Answer: 8

Question 5:

5 + 5 = ____

Correct Answer: 10

Question 6:

6 + 6 = ____

Correct Answer: 12

Question 7:

7 + 7 = ____

Correct Answer: 14

Question 8:

8 + 8 = ____

Correct Answer: 16

Question 9:

9 + 9 = ____

Correct Answer: 18

Question 10:

10 + 10 = ____

Correct Answer: 20

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.

Teaching Materials

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Student Worksheet Classroom Slides Assessment Quiz Export to Google Docs
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