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    Addition Reinforcing The Doubles Strategy

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    The lesson teaches students in 2nd grade math about addition using the doubles strategy. Students will practice using doubles facts like 2+2 and near doubles facts like 6+7 to solve addition problems. They will play a game rolling dice and using doubles and near doubles to add the numbers and mark answers on a worksheet. Finally, students will independently practice more doubles addition problems in their workbooks. The teacher reflects that students picked up the doubles strategy quickly but some struggled with game instructions, so demonstrations would help for future activities.

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    Addition Reinforcing The Doubles Strategy

    Uploaded by

    api-382824641
    252 views7 pages
    The lesson teaches students in 2nd grade math about addition using the doubles strategy. Students will practice using doubles facts like 2+2 and near doubles facts like 6+7 to solve addition problems. They will play a game rolling dice and using doubles and near doubles to add the numbers and mark answers on a worksheet. Finally, students will independently practice more doubles addition problems in their workbooks. The teacher reflects that students picked up the doubles strategy quickly but some struggled with game instructions, so demonstrations would help for future activities.

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    The lesson teaches students in 2nd grade math about addition using the doubles strategy. Students will practice using doubles facts like 2+2 and near doubles facts like 6+7 to solve addition problems. They will play a game rolling dice and using doubles and near doubles to add the numbers and mark answers on a worksheet. Finally, students will independently practice more doubles addition problems in their workbooks. The teacher reflects that students picked up the doubles strategy quickly but some struggled with game instructions, so demonstrations would help for future activities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    252 views7 pages

    Addition Reinforcing The Doubles Strategy

    Uploaded by

    api-382824641
    The lesson teaches students in 2nd grade math about addition using the doubles strategy. Students will practice using doubles facts like 2+2 and near doubles facts like 6+7 to solve addition problems. They will play a game rolling dice and using doubles and near doubles to add the numbers and mark answers on a worksheet. Finally, students will independently practice more doubles addition problems in their workbooks. The teacher reflects that students picked up the doubles strategy quickly but some struggled with game instructions, so demonstrations would help for future activities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    Name: Tamika Berezniak

    Title: Addition: Reinforcing the Doubles Strategy (Doubles + 1)

    Grade/Subject Area: Math

    Length of Lesson: 1 hour

    1. NEW MEXICO ACADEMIC CONTENT STANDARD(S):

    CCSS.MATH.CONTENT.2.OA.B.2
    Fluently add and subtract within 20 using mental strategies. By end of
    Grade 2, know from memory all sums of two one-digit numbers.

    CCSS.MATH.PRACTICE.MP8 Look for and express regularity in


    repeated reasoning.

    2. OBJECTIVES:

    Objectives What Students Will I Can


    Learn Statements

    Students will use the Students will learn I can use the
    doubles strategy in how to use the doubles strategy to
    addition. doubles strategy in solve addition
    solving addition problems.
    problems.
    Students will Students will learn I can use doubles
    decompose a near how to use doubles facts to solve near
    doubles fact into a facts to solve near doubles addition
    known or easier fact doubles addition problems.
    to make equivalent problems.
    equations (6+7 =
    6+6+1).
    Students will reason Students will learn I can reason and
    and explain how we how to reason and explain other ways
    can use the doubles explain ways of of using the doubles
    strategy in problems using the doubles and near doubles
    that do not present and near doubles strategy.
    themselves as strategies in a
    doubles (5+7 = 6+6). variety of addition
    problems.

    3. ESSENTIAL QUESTIONS:

    What are doubles facts?


    Where do we see doubles?
    What are some doubles facts that you know?
    What is a near doubles fact?
    What are near doubles addition facts that you know?
    How can we use the doubles strategy to solve addition
    problems?
    How can we use the doubles strategy to solve near doubles
    problems (doubles +1)?
    How can we use the doubles strategy to solve problems that
    do not look like a doubles addition fact? Ex.: 5+7 is the same
    as 6+6.

    4. LESSON SUMMARY:

    Begin the lesson by reviewing doubles facts with numbers 1-9, as


    well as what the students know about using doubles to help them
    figure out totals that are close to a double, like 6 + 7. Students will
    share their thinking as we work together to use images of dice to
    solve doubles and near doubles addition (double-plus-1) problems.

    Students will work in partners to practice using the doubles plus


    one strategy to add near double addition problems. Each pair will be
    given a dice cube and a Pumpkin Math game sheet. Students will
    take turns with their partner rolling the dice. They will double the
    number shown on their dice and add one. If their total matches a
    number on the Pumpkin Math sheet, they will color it in. The first
    student of the pair, who has each number colored in, wins the game.
    As students complete their Pumpkin Math game, students will
    work individually in their Stepping Stones workbook to practice more
    doubles and near doubles addition problems.

    5. RESOURCES:

    1. Stepping Stones Module 2, Lesson 11 (For Teacher)


    2. Promethean board
    3. Dice (1 cube for every 2 students)
    4. Pumpkin Math game sheet
    5. Stepping Stones Student Workbook (Module 2, Lesson 11)

    6. LESSON COMPONENTS:

    a. INTRODUCTION/ READINESS

    Review previous lesson (Mod. 2, Lesson 10) on doubles facts.


    ! Ask, What are doubles?
    ! Ask, Where do we see doubles?
    o Ex.: A car has two wheels in the front and two wheels
    in the back. Therefore, 2 + 2 = 4. There are 4 wheels
    on a car.

    b. DIRECT INSTRUCTION (I DO)

    Review doubles facts.


    ! Choose a number from 1 to 9.
    ! Call upon volunteers to show that double with their
    fingers.
    ! The remaining students can call out the doubles fact to
    match (ex: double 6 is 12).
    ! Continue for each double from 1 to 9.
    Review what the students know about using doubles to help
    them figure out totals that are close to a double.
    ! Ask, If double 6 is 12, what is 6 + 7?
    ! Invite students to share their thinking.
    Project slide 1, showing two dice (4 and 5).
    ! Ask, What addition fact does this card show?
    ! Ask, How can we figure out the total?
    ! Ask, What doubles fact will help you figure out the total?
    ! Invite students to describe their thinking.
    Project the open card (slide 2).
    ! Say, Start with double 4. Then, add one more to the
    total. 4 + 5 is the same as double 4 and 1 more.
    Project slide 3 (4+5) to reinforce this relationship.
    ! Call upon students to write the facts 4+4=8, 4+5=9, and
    5+4= 9 below the cards and relate each to the thinking
    above.
    Repeat the previous steps for 6+7 (slides 4 to 6) and 8+9
    (slides 7 to 9) to show double-plus-1 facts, and then for 4+6
    (slides 10 to 12), 7+9 (slides 13 to 15), and 5+7 (slides 16-18)
    to show double-plus-2 facts.
    ! Use the term near doubles to describe these facts.

    c. GUIDED PRACTICE (WE DO)

    Students will play the Pumpkin Math game for more practice
    using the doubles and doubles plus one strategy.
    ! Separate students into partners.
    ! Each pair will be given a dice and two Pumpkin Math
    game sheets.
    ! Students will take turns with their partners rolling the dice.
    ! They will double the number rolled and add one.
    ! They will look for the total on their sheet and color it in.
    ! The student who has all of the numbers colored in on the
    Pumpkin Math sheet first, wins the game.
    Reflect on the practice as a whole group.
    ! Ask, How did the game go? Invite students to share
    their thoughts on the game.
    ! Ask, Was it easy to recall doubles facts during this
    game?
    ! Ask, What are other ways we can practice using our
    doubles facts to help us with addition?
    d. INDEPENDENT PRACTICE (YOU DO)

    Students will work on Module 2, Lesson 11 in their Stepping


    Stones workbooks.
    ! We will begin by reading through the first few questions
    as a class to ensure understanding.
    ! Students will proceed working on the rest of the questions
    individually.

    f. ASSESSMEMT

    Formative Assessment
    ! Students will be informally assessed based on their class
    participation and interactions during the review session,
    discussion, and math game.
    ! I will gain a sense of their understanding of solving
    doubles and near doubles addition problems from their
    Stepping Stones workbooks.
    Summative Assessment
    ! Students will be given a formal assessment at the end of
    Module 2 unit.
    ! This test will cover all concepts covered in Module 2
    including solving doubles and near doubles addition
    problems.

    7. REFLECTION:

    During this lesson, students picked up on using the doubles


    strategy very quickly. As we reviewed, the majority of the students
    were able to participate in calling out known doubles facts from
    numbers one through nine. We reviewed examples of doubles
    addition facts using images of dice. I called upon students to come to
    the board and write what addition fact was shown and what strategy
    they would use to solve it. I was pleased to see many of the students
    volunteer. Each volunteer had given the correct addition fact and was
    able to explain how they used a doubles fact to solve it. I then
    introduced near doubles addition facts using images of dice. I
    proceeded with the same system of calling upon volunteers to write
    the addition fact, the known doubles fact, and the strategy they used
    to solve the problem. Again, I had many students who wanted to
    volunteer.

    Unfortunately, I had planned the majority of my lesson around


    using a Promethean board. About five minutes before my lesson
    began, the Promethean board froze. I called upon our computer
    teacher to see if she could assist, but it was already time to begin. I
    decided to proceed with the lesson on the white board. Instead of
    projecting the slides, I drew the images of the dice. After some
    practice, I then invited some of the students to draw pictures of the
    dice. Although I am pleased that this worked, next time I will make
    sure to prepare for an alternative plan. All of my sample problems
    that I intended to use were on the slides and I did not recall them
    from memory. This made me feel less prepared than I would have
    liked to be. In the future, I will print out a copy of my lesson, including
    my practice problems. For my next lesson, although I am not using
    the Promethean board, I have still printed a copy of my plans just
    incase.

    After our whole group practice and review, I gave instructions


    for the math game and reminded them that the instructions were also
    written on their game sheet. My CT had suggested that I make a list
    of the partners prior to the lesson to ensure that each student could
    work well together. This was a great idea and we were able to quickly
    transition into our game. Unfortunately, there were some students
    that did not understand the directions to the game. I thought this
    would be avoided by having the instructions written on their paper,
    however this did not help. I was able to walk around to each group to
    assist them and most of them began playing quickly. To avoid any
    confusion for future games, I will invite a student to the front to show
    a demonstration of how to play. I then might use a strategy of asking
    a couple students to rephrase the directions in their own words, or
    turn and tell your neighbor the instructions. This was a strategy that
    my Semester 1 supervisor suggested, although I did not think of
    using it on this activity.

    As students began to finish the game I called their attention


    back to the front of the class. I used a call back strategy by saying,
    1,2,3 all eyes on me, in which they replied, 4,5,6 our eyes are
    fixed. I then put my hands up to signal for them to stop touching their
    dice and listen for the next directions. I waited until all of the students
    had acknowledged this signal. I have struggled in previous lessons
    with call back the class attention when doing an activity. I was
    pleased that these strategies worked and the majority of the class
    responded quickly.

    By this time the Promethean was working and I was able to


    display the questions from their workbooks onto the board. We
    reviewed the first couple of problems and then the students finished
    working on their own.

    Overall, I am pleased with how this lesson went. I was able to


    see how I have improved in the organization of my lessons. This was
    evident in how smoothly the class transitioned from activities. I was
    also pleased with my ability to call back their attention quickly and
    efficiently. In the future, I will try multiple strategies to ensure that
    directions are clear and understood. I will also come prepared for
    alternate ways of teaching a lesson incase my original plan cannot or
    does not work. I will do this by printing out my lesson and preparing
    an alternate activity.

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