Math 1-Digit Addition/ Subtraction Lesson 5

Lesson
Title/Focus

Near Doubles

Subject/Gra
de Level

Grade 2 Math

Unit

One-Digit Addition/ Subtraction

Date
Time
Durati
on
Teache
r

Wednesday, January 13,

2015
60 minutes (8:45 9:45)
Kirsten Hewitt

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense through addition and subtraction

9. Demonstrate an understanding of addition with answers to 100 and the
corresponding subtraction by:
Creating and solving problems that involve addition and
subtraction
Using personal strategies for adding and subtracting with and
without support or manipulatives
10. Apply mental math strategies such as:
Building on a known double
for basic addition facts and related subtraction facts to 18

LEARNING OBJECTIVES
Students will:
1. Apply their knowledge of doubles to solve near doubles addition questions
2. Represent near doubles visually with blocks

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Students partner discussions to solve the question

Students answers during the Jeopardy game
If we know that 5+5 = ____, then we know that 5+6=_______
If 6+6 = ___, then 6+7=____
Near Doubles sentences and pictures

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

26 x 20 math blocks sets
Doubles Jeopardy

PROCEDURE
Attention Grabber
Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1

Introduction
Write the following on the paper pad:
If we know that 5+5 = ____, then we know that
5+6=_______
Today, students will:
1. Review their doubles and revisit the concept of near
doubles
Use their knowledge of doubles to solve near doubles
problems
Ask students for solutions to addition question on the pad
Body
Near-doubles
Explain that a near double addition sentence is made
up of two numbers that are one away
o For example 5 and 6
Explain that we can use what we already know about
doubles to help us solve near doubles
o Think of near doubles as the double plus one
o So, for 5+6 it would be 5+5+1

Adapted from a template created by Dr. K. Roscoe

Time
1 minute

1 minute
1 minute
Time
8:48 am
1 minute
2 minutes

Math 1-Digit Addition/ Subtraction Lesson 5

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3

Write the question if 6+6 = ___, then 6+7=____

o Give students 30 seconds to work together
with a partner to solve the question
Pick two students that you will be asking for the answer
before giving them time to talk
Question & Answer:
Students are able to recall their doubles facts
Students are able to use their double facts to provide
the answer to a near double
Students answers are correct
Observation:
Listen to students who are struggling with doubles
when they are having their discussion
Making Near Doubles
Have students collect their calendar books and a
plastic lid with 20 squares on it
First, students should create a double with their blocks
o Do one as a class and start with 1+1
Students should then add one block to create a near
double sentence
In their calendar book, students will write 1+1 = 2
then right below right 1+2=3
Below that, students will draw a picture of what their
blocks look like as well
Students will work through until they have gotten to
9+10=19
When students are done, they should find a partner to
check their work (wait quietly if there isnt a partner)
o If they are finished early they should pair up
with that partner and quiz each other on their
near doubles
Product:
Students can build on a known double to create and
solve a near double
Students can correctly answer near doubles questions
Students can represent near doubles with images
(blocks)
Observation:
Circulate throughout the classroom as students
complete their near doubles
Give aid to those who are struggling
Doubles and Near Doubles Jeopardy
Using the computer and the Apple TV, put up the
Jeopardy game
Have students get into groups of four
Explain how Jeopardy works
o A name will be drawn at random to start and
that person will pick a question
o The person/ team that raises their hand first
will get to answer the question
o If they get it right, they get the number of
points the question was worth, but if they get it
wrong, the others get to answer the question
o The team with the most points will get raffle

Adapted from a template created by Dr. K. Roscoe

1 minute

8:52 am
1 minutes
3 minutes

25
minutes

9:21 am

3 minutes

Math 1-Digit Addition/ Subtraction Lesson 5

draws
Explain that, as the questions increase in number they
get harder and the questions get harder from one side
to the other
Draw student names from the popsicle stick cup to
have them pick a question
Play the game!
Question & Answer:
Students are correctly answering the doubles and near
doubles questions
They can translate a double into a near double and
answer the question
Closure
Remind students about the near double rule
Near doubles are simply a double plus one
Hand out scrap paper to students and have them write a
double and the related near double on it
Have students leave the paper on their desk before
they head out for recess

Assessments/
Differentiation

Consolidation of
Learning:
Feedback from
Students

Adapted from a template created by Dr. K. Roscoe

15
minutes

Time
1 minute

2 minutes