Molloy College

Division of Education

Teacher Candidate: Jenna Kavaler College Supervisor: Anna Guardino

Content Area: Mathematics Cooperating Teacher: Jessica Faranda
Grade: 1 Lesson#: 1 Topic: Adding Doubles Date: 10/12/2018
School District: Wantagh School: Wantagh Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After reading a book and listening to a song about doubles, students will practice adding
doubles. Students will complete a worksheet on adding doubles with at least 4 out of 6 problems
correct.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Math Standard: New York State Next Generation Math Standards

NY-1.OA.5
Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.
Standard: 1.OA.5 Relate counting to addition and subtraction.
Indicator: This will be evident when students add and subtract within 20.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard- 1. SL. 2
Speaking and Listening Standards (Comprehension and Collaboration)
Key Ideas and Details (1. SL. 2)
Develop and answer questions about key details in diverse texts and formats.

Indicator: This will be evident when students ask and answer questions about key details
in the read aloud of “Two of Everything.”

INSTRUCTIONAL RESOURCES

• “Two of Everything” by Lilly Toy Hong

• PDF slides on adding doubles
• Adding doubles rap (https://www.youtube.com/watch?v=8jOzhiACB68)
• Worksheets on adding doubles

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 • Laminated doubles fact cards
• Double Up mats
• Double Up worksheets
• Dice
• Two-colored counters
• Pencils

MOTIVATION (Engaging the learner(s)*)

A read aloud of the book “Two of Everything” by Lilly Toy Hong will be used as motivation to
hook the students and get them excited to learn about adding doubles.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Students will turn and talk to a partner about how “Two of Everything” might relate to

math. (Why is the story called “Two of Everything?” What type of math was in this

story?)

2. The teacher will review mathematical terms such as addend and sum. Who remembers

what an addend is? What is a sum?)

3. The teacher will discuss the topic of adding doubles. (How do you know when you have a

problem with doubles? Who can give me an example of adding doubles?)

4. The teacher will assist the class in completing the first two problems on the adding

doubles worksheet. (Who knows what two plus two equals? How do you know that two

plus two equals four? If we have both addends, what are we trying to find?)

5. Students will complete the rest of the worksheet independently. (How do you know that

five plus five equals ten? How can you check your answer?)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 6. The teacher will explain the Double Up game and distribute all the materials. (If I roll a

three, how many counters should I put on the mat? Where on the mat should I put the

counters?)

7. Students will work in pairs to complete the game. (Why did you put four counters on

each side of the mat? Who has the higher sum for problem #1?)

8. To close, students will pick a question out of a bag that they must answer as their exit

ticket. (How do you know that ten is the missing addend? What is the sum of eight plus

eight?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

• Direct Instruction (explicit presentation of information)

Indicator: This will be evident when the teacher is teaching students what doubles are and
how to add them.

• Modeling (showing rather than telling by acting out desired behaviors)

Indicator: This will be evident when the teacher shows the students how to add doubles
using the images provided on the work sheet.

• Cooperative Learning (engaging groups of students in working together on a structured

activity)

Indicator: This will be evident when students work together to play an adding doubles
game.

ADAPTATIONS (Exceptionality*)

• The student who has attention issues will be monitored and kept on task using verbal and
non-verbal cues.
• The student who has medical needs and may require the bathroom frequently, will be
able to get up and use the bathroom at any point.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 • The student who has trouble seeing the board will placed closer to the SMART Board.
• The student with a Language Processing Disorder will have the instructions repeated to
them more than once.

DIFFERENTIATION OF INSTRUCTION

• Struggling students will benefit from the visuals on the worksheet, as well as an
additional handout of doubles math facts.
• Average level students will benefit from the visuals on the worksheet and be provided an
opportunity to attempt more advanced problems if they finish.
• Advanced students will be given an additional worksheet that contains more difficult
problems to challenge them.
• Visual learners will benefit from the images on the worksheet.
• Musical learners will benefit from the rap that teaches the math concept.
• Interpersonal learners will benefit from the collaborative game.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students must complete the worksheet on adding doubles, answering at least 4 out of 6 problems
correctly.

INDEPENDENT PRACTICE

For homework, students will complete a page in their Go Math workbooks on adding doubles to
reinforce the topic and provide opportunity for practice.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention

For the student that needs direct intervention, the teacher would reteach adding doubles using
cube manipulatives. The cubes can connect to one another to build towers. The teacher and the

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
student would work together to solve doubles addition problems by building two towers of the
same height to represent the double. The student would then add up the amount of cubes in total
and record the answer.

Academic Enrichment
For those who finish their worksheet early, there is an enrichment activity attached to the back.
The challenge is a worksheet that involves solving doubles facts without pictures. It also
involves determining whether or not a problem is a doubles fact. All students will be given the
opportunity to try this activity.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Harry Kindergarten Music, LLC [Harry Kindergarten Music]. (2016, April 19). Doubles!

Doubles! (*new* 1-10 version). [Video file]. Retrieved from

https://www.youtube.com/watch? v=8jOzhiACB68.

Hong, L. T. (1993). Two of everything: A Chinese folktale. Chicago, IL: Albert Whitman &

Company.

Tompkins, G. E. (2017). Literacy for the 21st Century (7th ed.). Pearson Education.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language