“Envisions 2.

0” Math Lesson Plan

Lesson 3.5: Doubles Plus 2

Student Name: Danielle Hutchinson School Name: Barclay Brook Elementary

Grade Level: 1st grade Host Teacher’s Name: Mrs. Pilgrim

Pre-lesson Assignments and/or Student Prior Knowledge

The students have had over two months’ worth of Envisions 2.0 math curriculum. They
have practiced topics such as addition, subtraction, missing parts, and doubles. They understand
strategies such as using pictures, counting on, the number line and open number line. Some
advanced students may have a knowledge of mental math addition, while other students may be
struggling with the practice.

Standards:

CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g, by counting on 2 to add 2).

Learning Objectives and Assessments:

Learning Objectives Assessment

The students will be able to accurately solve Students will participate in class discussions
doubles plus two facts. and complete four pages of a math workbook.
Teacher will assess for correct answers found
by students adding two to a known doubles fact
or by doubling the number between.

Materials/Resources:
 Envisions 2.0 Math Textbook, One per student.
 Computer, projector, software necessary for the Envisions online correspondent.
 “The Doubles Rap” anchor chart
 The “Doubles Rap” poster
 The “Doubles and Near Doubles” anchor chart

Plan for set-up/distribution/cleanup of materials:

 The students will retrieve their textbooks from their desks and tear out the
corresponding pages when it is time. If a student requests cubes to help solve the
problems, they will be given the cubes.
Lesson Procedure:
1. Lesson beginning:
 The lesson will begin with the class being asked to sing the “Doubles Rap”
learned during the previous class as a review of doubles. The teacher will also
review doubles-plus-ones.
 The teacher will then ask two students to come up front, and then another two.
The teacher will prompt the children to recognize this as a doubles fact. “2+2=4”
will be written on the board. Then, the teacher will ask one more student to join
the second group. The class will be prompted to recognize this as a doubles-plus-
ones fact. “2+3=5” will be written on the board.
i. The teacher will announce that they will learn a new and exciting new type
of fact: doubles-plus-two. Another student will be asked to join the group
of three students, and “2+4=6” will be written on the board.
2. The students will be asked to open their math textbooks and rip out the first three pages
(the third page will be collected and sent home as homework).
3. The teacher will read the “Solve and Share” problem on page 179 to the class out loud.
The students will complete this page independently. One student will be called to the
teacher’s laptop to write in his or her answer on the screen. The teacher will discuss the
various student responses.
4. The teacher will play the “Visual Learning Bridge” clip on the projector.
 To reinforce the clip, the teacher will announce that there are two ways to solve a
doubles-plus-two fact, and will model them on the board.
i. First is like how the doubles-plus-one fact is solved: “double the lesser
number, than add two”.
ii. Second, you can find the number between, and double that (Ex: 6+8 has 7
in the middle, double that to solve it).
5. The teacher will guide the students in completing page 180.
6. The students will complete pages 181-182 independently. The teacher will assist when
necessary.
7. Lesson ending:
 Long closure:
i. The teacher will ask students to move to the carpet. The teacher will create
a “Doubles-Plus-Two” anchor chart while referencing the “Doubles and
“Doubles-Plus-Two” anchor charts.
ii. If time permits, the students will be allowed time for Math Workstations.
 Short closure:
i. The teacher will ask students to move to the carpet. The teacher will create
a “Doubles-Plus-Two” anchor chart while referencing the “Doubles and
“Doubles-Plus-Two” anchor charts.

Key Questions:
 What is a doubles fact?
 What is a doubles-plus-one fact?
 What is a doubles-plus-two fact?
  Compare and contrast these different kinds of facts. How are they related?
 How can a dobles-plus-two fact help us to do math?
 What other methods can we use to solve doubles plus two facts?
 What would you recommend to a friend who is having trouble with doubles-plus-two
facts?
 Which method of solving doubles-plus-two facts works best for you?

Logistics:
Timing:
The lesson will last approximately forty-five minutes. About eight minutes will be
allowed for the introductory explanation. The “Solve and Share” and “Visual Learning Bridge”
pages will take about fifteen minutes together. The independent work pages will be about twelve
minutes. The remaining time will be spent creating the anchor chart.

Transitions:
To transition from the introductory explanation to the “Solve and Share”, teacher will
begin reading the problem. To transition from this to the remaining work pages, the “Visual
Learning Bridge” clip will be played.

Classroom Management:

The teacher will be sure to make expectations explicit and clear from the beginning of the
lesson. The teacher will remind students to continue showing respect to their peers, to the
materials, and to me for the entirety of the lesson. To call the students attention, the teacher will
yell, “Barclay Brook”, and the students will respond by saying, “stop and look”. To keep the
students attentive during the video, they will be reminded to keep “marshmallow hands”. If a
student misbehaves, they will be asked to “clip down” on the behavior chart. As well, positive
behavior will be rewarded by having students “clip up” or by offering a point to a whole table.
During the math introductory activity, students who misbehave will be told to “clip down”.

Differentiation

Students who are in need of extra assistance, such as G, J, O, A, and S will be given
additional adult help during the lesson. As well, these students will be allowed to use cubes to
assist themselves, of needed. High-level students such as AL, R, and B will be encouraged to
complete a page in their “extra work” packet. A, C, and S will be given roles in the introductory
activity for the hope of boosting their self-esteem and confidence. Students who finish early will
be asked to list doubles-plus-two facts on their personal white boards.