Addition-Doubles

Addition Doubles (3 weeks) Origo-Page 25 (Doubles, Doubles +1, Doubles +2, Bridge to 10) - sent to Print Services on Jan. 10, 2013 Note for Liz and Joyce: Do NOT send off doubles assessment for 2013-1014. Copies have already been made and will be stored in the team closet/Ann's closet
 * Pretest **


 * TEKS: **
 * 1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9). || 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems 1.5E Identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2. ||

1. Efficient strategies can be done mentally and quickly. 2. Thinking strategies for basic facts that are based on number sense can be extended to use with larger numbers. 3. It is more efficient to count on from the larger number than to count on from the smaller number. 4. The Count On strategy is an efficient strategy for solving addition problems with at least one addend that is less than 4. . 5. The Count On facts can also be thought of as the relationship of one-more-than or two-more-than, etc. 6. Adding zero to a number does not change the value of that number. 7. Many addition facts can be derived from known Doubles facts. 8. The Use Doubles strategy is an efficient strategy for solving addition problems with one addend that is one more than the other (or two more than the other).
 * Core Components: **

**Vocabulary:** separate, subtraction, join, addition, number sentence, equation, equals, equal sign means “is the same as”, unknown, sets, models, doubles, doubles plus one/minus one sums of ten, counting on counting on to, counting back

This unit continues and completes the Count On addition strategy (which was introduced second 9-weeks). The Use Doubles addition strategy is introduced in this unit. After students have learned these two strategies, they will need to continue practicing using these strategies after the completion of this unit and will master them over time. When they have mastered them, they will have mastered nearly all of the addition facts, and they will be ready to begin to learn the related subtraction facts.
 * Origo-**

You will need your Origo book for these lessons. You will also need your dot cards and domino cards to do the lessons in the book. Try to do at least one activity from each section. The recommended order to teach Use Doubles strategies is: 1. **Introduce** (Hands-on materials, stories, discussions, and visual aids are used to introduce the strategy.) 2. **Reinforce** (Activities that make links between concrete and symbolic representations of the facts. Students reflect on how the strategy or sub-strategy works and the numbers to which is applies.) 3. **Practice** (Games, strategy practice worksheets, and other activities to provide opportunities to apply and demonstrate knowledge of facts. Students should use mental computation only and try for fast recall.) 4. **Extend** (Students apply the strategy to larger numbers. Activities strengthen the students’ number sense.) **Recommended Lessons-** Illuminations, NCTM **Finding Sums to Six** – Students explore the Count On and Use Doubles facts that sum to 6 and their Turnarounds. (6+0, 5+1, 4+2, 3+3) This could be repeated for sums to seven, sums to eight, etc. This is an engaging way to practice Count On and Use Doubles facts after Introduce, Reinforce, and Practice activities in the Required Lessons.
 * Whole Group Mini Lesson: **
 * Double (Week 1)
 * Double Plus 1 (Week 2)
 * Double Plus 2 (Week 3)
 * Teacher Note: ** The four stages of teaching and learning for the basic facts thinking strategies are:
 * // Teaching Student-Centered Mathematics Grades K-3 //** by John A. Van de Walle  Two-More-Than activity described on p. 99 – the Tommy at the circus story problem; can be modified to represent other Count On facts


 * What’s Alike? Zero Facts, Activity 4.4 Part-Part-Whole Mats
 * Doubles: Calculator Doubles, Activity 4.6


 * Investigations ** - Story Problems


 * ** Unit 1 How Many of Each? ** Addition, Subtraction, and the Number System
 * Session 3.3 “Addition Story Problems” pgs. 112-118 – Students solve addition story problems as a class and individually.
 * Session 3.5 “More Addition Story Problems” pgs. 127; 129-30 – Students solve addition story problems individually and share strategies.
 * Session 3.7 “How Many in All?” pgs. 137-141 – Students solve a story problem about a growing group of objects.

**Questioning:**


 * What is an efficient way to join numbers?
 * How can we use concrete objects to model a number and counting on?
 * How can we record math thinking?
 * Why is it more efficient to count on from the larger number than to count on from the smaller number?
 * What if you add one more? Two more?
 * For which addends is the Count On addition strategy efficient?
 * What is one more than 6? Two more than 8? etc.
 * What happens when I combine two sets if one set has nothing in it?
 * How can we use concrete objects to model a number and doubling it? What if you double and add one (or two) more?
 * How are the double plus one (or two) and the double minus one (or two) strategies related?
 * For which addends is the Use Doubles addition strategy efficient?
 * How can the Use Doubles addition strategy be applied to two-digit (and larger) numbers?
 * How do you decide which operation or strategy can help you solve a problem?
 * What symbols do we use in math?
 * How can symbols be used to represent a problem?

You have many games that we made at the beginning of the year. Please continue practicing previous games and start using the double games.
 * Math Stations/Independent Activities: **


 * Literature Connections: **

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 * Technology Integration: **
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">The Number Crew: The Trouble with Doubles (9:10)
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">Math Monsters: Doubles and Their Neighbors (15:00)
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">The Number Crew: Double Trouble (10:00)
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">The Doubles Rap on YouTube

<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 13px;">Doubles Rap ppt.


 * <span style="background-color: #ffffff; font-family: 'comic sans ms',cursive;">Common Assessment: Origo page 25 **(Doubles, Doubles +1, Doubles +2, Bridge to 10) - sent to Print Services


 * <span style="background-color: #ffffff; font-family: 'comic sans ms',cursive;">Notes: **