Katie Smart

Instructional Guide
ED 626
Instruction Brief
Context: Elementary School Setting
Students: 7-8 year olds
Class Size: 29 students
Location: 2nd grade classroom
Group Work: students will work as a class
Background: students will have little background knowledge in basic facts
and basic number concept
Takeaway: students will be able to fluently add double basic facts using the
Doubles Song which will aid them in adding and subtracting basic facts
Topic: Math
Lesson: Basic Facts
Grade: 2nd Grade
Date: TBD
Time: 10-15 mins


Content Objective: TSWBAT fluently add doubles basic facts using the
Doubles song.
Standard: 2.OA.B.2 Fluently add and subtract within 20 using mental
strategies.
Learning Targets:
I can fluently add within 20 using mental strategies.
Guiding Question: How does knowing our doubles basic facts help us fluently
add and subtract?

Vocabulary: Doubles, basic facts

Prerequisite Knowledge: Basic number concepts, basic place value

Resources/Materials: Doubles Song Anchor Chart, individual copies of
Doubles song, Doubles Exit Slip
Lesson Plan:
Time:
Anticipatory Set:
Bring the class to attention and start off
2-3
with singing a chant to them:
minutes
Lets do those doubles, doubles.
Lets do those doubles, doubles.
Doubles NOW
1+1=2, 2+2=4, 3+3=6, 4+4=8,
5+5=10
Lets do those doubles, doubles.
Lets do those doubles, doubles.
Doubles NOW
6+6=12, 7+7=14, 8+8=16, 9+9=18,
10+10=20
Lets do those doubles, doubles.
Lets do those doubles, doubles.
Doubles NOW
Go over the learning target as a class
and what they will be learning in the
lesson.

5-7
minutes

Lesson:
Whole Group Activity-

Monitoring:

Listen to student
discussion of the
learning target.

 Call students to the carpet and have them

sit in a circle.
Have students Think-Pair-Share with
their neighbor about what basic facts are.
Review what we already know about
numbers from the previous lessons.
Introduce the new vocabulary word
Doubles. Explain that a double is when
the two addends are the same.
Explain to the class that if we can fluently
add doubles it will help with adding and
subtracting other basic facts.
Bring their attention to the Anchor Chart
and introduce the beat.
Practice the chant several times. (Can
split it up in chunks to help students
memorize.)
Hand out individual copies of Doubles
Chant for students to glue and reference
in their math journals.
Closure:
Go over the learning target as a class.
5 minutes Have students self evaluate using the
classs thumbs up, thumbs in the middle
system on how confident they feel in the
song.
Pass out the Doubles Exit Slip for
assessment.
Assessment:
Exit slip with multiple doubles facts.

Listen to thinkpair-share and

discussion
throughout
whole group
activity.

Watch for
participation in
self-evaluation.

Extra Time: If time allows, the class will do the chant several times using
different table groups as examples.

Adaptations/Modifications:
ELL Students
Make Anchor Chart available around the classroom to
reference.
Color coordinate chorus on Anchor Chart
Special Needs Group Student A with Student B for extra support and
encouragement.