number, operation, and quantitative reasoning activity

Mathematics TEKS Refinement 2006 – K-5 Tarleton State University

Number, Operation, and Quantitative Reasoning Grade 1 Seeing Double

Number, Operation, and Quantitative Reasoning Activity: Seeing Double TEKS: (1.3) Number, operation, and quantitative reasoning. The student

recognizes and solves problems in addition and subtraction situations. The student is expected to: (A) model and create addition and subtraction problem situations

with concrete objects and write corresponding number sentences; and

(B) use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9).

(1.5) Patterns, relationships, and algebraic thinking. The student

recognizes patterns in numbers and operations. The student is expected to: (B) find patterns in numbers, including odd and even; (D) use patterns to develop strategies to solve basic addition and

basic subtraction problems; and (1.11) Underlying processes and mathematical tools. The student

adds applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

The student is expected to: (A) Identify mathematics in everyday situations; Overview: Students must have learned to model numbers and number sentences on

two ten frames. Teaching the doubles facts using the ten frame and visual imagery methods will help lead to a mental memory of the facts. To reinforce this meaningful representation, students will engage in a matching activity where the image is paired with the corresponding number sentence.

Materials: DoubleTen Frame Work Mat for each student

Overhead copy for teacher of Double Ten Frame Work Mat Seeing Double Recording Sheet Seeing Double Bridging Recording Sheet Counters for ten frame boards: linking cubes, colored chips, beans… One of each or a photo copy of each for the image math fact cards:

a pair of giggly eyes a plastic lizard, frog, dog, or cat that all 4 legs can be seen and

counted easily a plastic insect and spider that all legs can be seen and counted easily a copy of 2 baby’s hands an egg carton with lid



a page from a calendar a box of 16 crayons a picture of an 18 wheeler truck (If a small 18 wheeler toy truck can be

found with all 18 wheels, it is great to be used during this activity.) Colored cardstock to make flash cards Two pieces of poster board the same color - black makes a nice

background color for this piece (Examples of posters found) Velcro tape Seeing Double Concentration Cards

Grouping: small or whole group Time: Each lesson 30 to 45 minutes, this set of lessons will take several days to

complete. Lesson:

Procedures Notes 1. Teacher will model a Double math fact using

a Double Ten Frame Work Mat. Example: 6 + 6, model 6 on the top ten frame and 6 on the bottom ten frame.

A double ten frame work sheet has been added to use if needed. Be sure to model what you want the students to do before expecting them to be independent. A Seeing Double Recording Sheet and a Seeing Double with Bridging Recording Sheet have been provided so children can go from the pictorial model to the abstract symbolism.

2. Teacher will model moving the 1 counter on the second row in the top ten frame to the second row of the bottom ten frame next to the 1 counter. Then model moving the set of 5 from the bottom ten frame into the second row of the top ten frame. Now your top ten frame is full and your bottom one has a total of 2 counters. The students should quickly see the 10 and count on the extra 2 to get a total of 12.

*** Practice this method for all the Doubles facts for several days. Begin using word problems on the second or third day to practice making the doubles using the ten frames. Example: Jim and Sue each needed 5 more books to meet their AR reading goal for the six weeks. If each found and checked out 5 books today, what was the total number of books Jim and Sue checked out today?

3. After several days of practicing the doubles facts through word problems using the ten frames, students should begin to form a mental picture of the Doubles math facts. At



Procedures Notes this point move to the image cards. Gather the set of items or pictures of the items listed in the materials list for this activity.

4. Make a set of flash cards with the doubles facts. Leave room to stick a piece of Velcro on each card next to the math fact. Also, stick the matching piece of Velcro onto each item in the set or picture of the item.

It is important to note that some students may place the lizard with the 8+8 math fact. The lizard has 2 types of doubling attributes: 4 legs and 4 toes on each foot. There is value in allowing students to discover the correct corresponding math fact. Through this discovery, students will be justifying their reasoning, which is what we want students to ultimately achieve. If you would like to start by giving the children hints as to what attribute to observe, Seeing Double Flash Cards with Hints for Poster are provided. **Make up a large double side-by-side poster to be hung in the classroom showing the items with their Doubles fact to help the students remember their Doubles. ****Make up flash cards with the picture of the item matched with its Double to use in flash card drill.

5. Place the set of items or pictures in the center of the group or table where all the children can see them and be able to inspect them up close. Demonstrate with the pair of giggly eyes how we all have pairs of eyes, pairs of ears, arms, hands…Explain how a pair is 1 + 1 and a pair always equals 2. Encourage the children to take turns passing the items around to see if they can figure out what makes them a match to its Doubles fact. The teacher could instead hold up each item and have the children describe its

Allow students to justify their answers. This could lead to a rich discussion among the students. DO NOT give the students the answers, but let them work through the process. Even a wrong answer should be a positive learning experience.



Procedures Notes attributes. Once someone believes they know which doubles fact the item matches, allow them to explain what makes it a match and Velcro it in place on the Doubles math fact card.

6. Once all image cards have been identified, document all double images next to their corresponding double math fact using the Seeing Double Concentration Cards. (Example: 1+1= 1 pair of eyes)

Homework: Send home the concentration cards to be used as homework on the

doubles facts. Assessment: Use the flash cards you made with the image that matches the

Doubles fact to check for recall. Extensions: Use books about doubles math facts in your curriculum. Here is a

suggestion: Stuart, J. Murphy, Double the Ducks. Resources: Rightsel, Pamela S., Thorton, Carol A. “72 Addition Facts Can Be

Mastered by Mid-Grade 1” (November 1985). 8-10. Van de Walle, J.A. (2004). Elementary and middle school mathematics: Teaching developmentally (5th ed.). Boston, MA: Allyn and Bacon.



Seeing Double Recording Sheet 1



Seeing Double Bridging Recording Sheet

_____ + _____ = _______ _____ + _____ = _______

_____ + _____ = _______ _____ + _____ = _______



Seeing Double Flash Cards for Poster

1 +1

2 +2



3 +3

4 +4



5 +5

6 +6



7 +7

8 +8



9 +9



Seeing Double Flash Cards with Hints for Poster

1 +1

How many eyes do I

have?

2 +2

How many legs do I

have?



3 +3

How many legs do I

have?

4 +4

How many legs do I

have?



5 +5

How many fingers do I

have?

6 +6

How many eggs are in the carton?



7 +7

How many days are in two weeks?

8 +8

How many

crayons are in the box?



9 +9

How many wheels do I

have?



Seeing Doubles Concentration Cards

1 + 1 =

2 + 2 =

3 + 3 =

4 + 4 =



5 + 5 =

6 + 6 =

7 + 7 =

8 + 8 =

9 + 9 =

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number, operation, and quantitative reasoning activity

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