Doubles Doubles Addition Book Lesson Plan

Planning Template for Investigations Lesson

Grade Level and Unit: First Grade

Session and Description of Lesson Tasks: Students will be creating a book of doubles equations using numbers 1-6.

Materials needed: Doubles Doubles booklet, stickers, crayons, colored pencils, markers

Grouping Decisions: I will divide students into two homogenous groups after I have given the whole group instruction.

Learning goals/Objective(s) What are your core ideas for this lesson? What do you intend all students to know and understand? My intended goals are for all students to have a deeper understanding on how to solve doubles addition problems. I want them to understand all double equation sums are even numbers as well as a a strategy for solving addition equations.	Language Objectives? What language will you model during the lesson? What language do you expect to hear during student discourse? -even numbers -doubles -addition -together -sum
Standards: How do the learning goals relate to the standards? MA Curriculum Standards 1.0A: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten.
Connect and Anticipate: In what ways does this lesson build on students’ previous knowledge? What student strategies and responses do you anticipate? What misconceptions and struggles might students have? This lesson builds on student knowledge because in a previous lesson the students created a game showing double equations. They are already have experience with doubles and addition so this lesson should serve as building on their previous knowledge. The strategies I anticipate them using are counting stickers to find the sums. The misconceptions they may have are in the correct sums for the equations. I want them to show their work or strategy when solving the problems so they are able to prove their answers. A struggle they may have are writing the equations and correctly writing their numbers.
Focus Questions Consider what questions you will use to focus on students’ thinking to encourage sense-making and discourse. Launch: To introduce the activity/motivate students. -What do all double sums have in common? -What is an even number? -What is a doubles equation? -What is 1+1, 3+3? -If I have three butterfly stickers how many do I need to double them? How many will I have if I double them? Explore: To assess students’ understanding and to advance their thinking as they work independently, in partners or small group -Continue to ask answers to different problems. -Assess their understanding of what an even number is. -Correct any numbers not written correctly or illegibly. Summary: To facilitate the analysis and synthesis of ideas shared at the end of the lesson -Can you tell me a story about one of your equations? How does this show the stickers were doubled?

Evidence: How will you know what students understand? What evidence will you collect? (If there is an exit task, what will be its focus to inform you instructional next steps?) I will be able to tell if students are able to understand the concept if they are able to develop a strategy to solve doubles equations and solve one on their own. I will also be able to assess their work on their book and watch their progress as they create them.

Pitfalls and Solutions:

            ELL: There are no accommodations necessary for ELL.

            Special Ed.: I have added circles on all the books so that the students are able to tell where to put stickers and to aid them in counting. This should help the specific students that need support.