Lesson Plan Name: Dani MacArthur Grade/Subject: Grade 2 Mathematic Date: November 12, 2013 Topic: Using Doubles

to Count On Length of Lesson: 30 minutes

General Learning Outcomes (P.O.S.) Specific Leaning Outcomes (P.O.S.) Learning Objectives

Develop number sense.

Apply mental mathematics strategies, such as: using doubles for basic addition facts and related subtraction facts to 18.

Students will: 1. identify the addition of doubles up to 18. 2. solve addition problems using doubles.

Materials

SMART Board MathFocus Teachers Resource Ch. 3 Notebook: Using doubles to add Assessment Methods

Procedure Introduction (5 min.) Watch adding doubles YouTube video. (http://www.youtube.com/watch?v=ljPKoNJH1Jg)

Observe to make sure students are paying attention. Observation: Students will understand that there are several strategies used for addition and they get to pick which one works best for them. Questions and Checklist: I will ask questions and then record the students with correct answers for formative assessment. As they are writing answers in their notebook, I will walk around to help students and reinforce correct answers.

Body of Lesson (20 min)

Start by telling the students that there are several strategies for adding. The will be taught several strategies that they can put into their math tool box. Whichever strategy works best for what they are doing, is the one that they can pull out of their tool box. Today we will be putting Using doubles to count on into our tool box. Ask the class to raise your hand if someone knows what a double. Use their answers to explain what is meant by a double. Show them an example using one. Next, go through the doubles of 1-9, having students count out loud. Explain that its easy to remember the answers to adding doubles because its just like counting by twos. Divide the class into two groups and play Scuba Duba Doubles. One person from the team rolls the dice and then places a chip on the board. The first team with a row of 4 wins. Use the chart to review adding doubles. Next go through adding doubles plus one. Explain why and how this strategy works.

Closure (5 min.)

Continue with the toolbox analogy and now that we understand this strategy, we can put it in our tool box. Next class, we will pull it out again to make sure we understand and move on to another strategy to put in out toolbox.

Observe and ask questions to see if students are understanding the objectives. Observe to ensure students are on task and not disrupting others who are still working.

Sponge Activity

Play Scuba Duba doubles again.