Recall the doubles of all numbers to at least 10

(Objective repeated in Block E Units 1, 2 & 3 and Block B Units 2 & 3)

Hang the numbers 1–10 on to a washing line.

Point to different numbers and ask the class to double each number. For each number make two towers of cubes to show the double fact.

Use the ends of a bead string to show doubles (i.e. the same number from each end laid next to each other).

Take two consecutive numbers off the washing line, for example 3 and 4.

Q What is 3 add 4?
Q How can we use what we know about doubles to help us add these two numbers?
Hold up the two towers of 3, saying, ‘double 3 is 6 but we need to add 3 and 4’. Add one more cube to a tower of 3 saying, ‘now we have 3
add 4. We could add 3 and 3 and then 1 more. 3 add 3 is 6 and one more is 7’.

Also model using the opposite ends of a bead string.

Write on the board 3 + 4 = 3 + 3 + 1 = 7.

Repeat for other consecutive numbers, encouraging the children to see the calculation as adding one more to a double fact they already
know.

Explain to the class that you are selecting numbers that are next to each other to provide near double questions. Emphasise that for any
pairs of numbers next to one another, one is always one more than the other. Show this using pairs of towers. Ask the children for other
examples of pairs of consecutive numbers.

Ask each child to write some near double calculations for their partner to solve. They should use doubles to at least 5 + 5.
Hold up two thumbs and say that one add one equals two but another way of saying this is ‘double 1’.

Hold up two thumbs and two forefingers.

Explain that this shows double 2. Ask the children to do the same.

Q: What is double 2?

Next hold up two thumbs, two forefingers and two middle fingers, saying ‘double 3 is 6’.

Then thumbs, forefingers, middle fingers, and ring fingers saying ‘double 4 is 8’ and finally all thumbs and fingers saying ‘double 5 is 10’.

Now ask doubles questions randomly. Ask the children to respond by holding up the correct fingers and saying the total.

Show me double 3. How many is that?

Roll a large dice and ask children to double the number thrown. Ask them to show you the answer with their fingers.

Encourage the children to use their fingers to help them work out the answer. To find double 4 hold up 4 fingers on one hand and 4 on the
other.

Q: How can we work out double 6?

Draw out that they could view this as double 5 and double 1 or they could imagine an extra finger on each hand.

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Show a number of fingers on one hand.

Ask children to double the number you show by showing the same amount on both hands and call out this number when you say.

Show a digit card 1–5. Ask children to write double the number on their whiteboards.

Q: If you can’t remember how might you work it out?

Suggest that they could put the same numbers of fingers up on each hand to help.

Repeat with other 1 – 5 cards.

Q: Which doubles can you now remember without working it out?

Collect answers and ensure that they all know at least double 1 and double 2.

Fold Resource sheet Y1 25 in half so that 5 faces are showing.

Q How many faces can you see?

Unfold the Resource sheet so that 10 faces are showing.

Q How many faces can you see altogether now?

Establish that there are 10 faces and write on a whiteboard 5 + 5 = 10, saying 5 faces and another 5 faces makes 10 faces altogether.

Fold over 2 faces at the end of the row. Now fold the remaining faces in half so that 4 faces are showing.

Unfold the resource sheet so that 8 faces are showing.

Q How many faces can you see altogether now?

Establish that there are 8 faces and write on a whiteboard 4 + 4 = 8, saying 4 faces and another 4 faces makes 8 faces altogether.

Continue folding pairs of faces in and writing the relevant number sentence.
Show the class how to play ‘doubles dominoes'. This needs a set of dominoes in which, for example, 7 x 2, 2 x 7. 7 + 7 and 14 can be
matched.

7+7
6 7x2 14 4+4
3x2
The children could make the dominoes first and use them to check which multiplication facts for the two times table they know. They can
make a note of the ones for which they do not have instant recall.

When the class know how to play, give a set of dominoes to each table to play.
Show the class how to use a ‘doubling’ function machine.
This can be a simple one made from a box with ‘double’ on the outside. Children post a number into the machine and you produce the
correct answer from the other side. Alternatively, there are several that come with interactive whiteboards.
Ask one child to choose a number between 1 and 10 to put into the machine.
Ask the rest of the class to write on whiteboards the number the machine will produce.
Now press the function to reveal the correct answer.

Repeat several times with different numbers.

Give the children independent work with differentiated numbers in a function machine.
Use number Dials ITP to practise quick recall of doubles. You can keep the numbers in order to begin with and then use the random
function to make it more challenging.

The children can then practise independently.

Using Number Spinners ITP.
Press the up arrow on the shape tool to create a pentagon. Use the up arrow on the number tool to select the number 2. Click on the 2 to
create two pentagons. The numbers in the pentagons can be changed by clicking on them. Change the numbers so that each pentagon
shows 1, 2, 3, 4 and 5. Spin the spinners by clicking on the yellow circle in the middle of each spinner. When the numbers that the red
arrows point to are the same, children should shout ‘Double!’ and identify what the double is, e.g. ‘Double 4 is 8’. Other apparatus can be
used to show children
the representation of the double, i.e. fingers or cubes. To extend the activity, children
could further this to look at near doubles.

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Using Number Spinners ITP.
Display a five-sided spinner with numbers 1-5. Activate the spinner. Pupils double the number generated.
Reinforce doubling as repeated addition.
Display two six-sided spinners with numbers 1 to 9 placed randomly. Activate the spinners and ask the pupils to total the two numbers
generated.
What method did you use to add the numbers?
How can we make it easier?
Establish adding onto the larger number as an efficient strategy.
Have two pupils in competition with each other. Player 1 activates the spinners and the other pupils total the
numbers generated.
This is repeated for Player 2. The player with highest total continues against another pupil.
Is it possible to use our doubles facts to help us with the addition?
Have pupils use doubles and near doubles where appropriate.

Try using three spinners with smaller numbers.

Try having the smallest total as the winning total.
Try asking the children for the combination of numbers they would want to try and achieve.
Show a number line from 1 – 20 on the board.
Give children doubles cards e.g. 1 + 1, 2 + 2, etc up to 10 + 10.
Tell them that these are special addition cards where the numbers are the same. They are called doubles.
Who has double 1? Ask that child to stand up and bring the card to the front.
Who can tell me what double 1 is?
Put the card next to the 2 on the number line.
Point to the number 4 on the number line. Who has the double card for the answer 4?
Repeat now choosing numbers at random to either double or find the double that makes a given answer.
Remind the children that a double is when 2 numbers the same are added together.
Who can give me a number sentence with a double?
Ask the children to write an example on their whiteboards.
Play doubles bingo.
Ask the children to divide their whiteboard into 9 by drawing 2 lines in each direction.
Now ask them to put a different even number between 1 and 20 in each box.
Call out numbers from 1 – 10 at random for the children to double. Children cross out the answers if they have them.
The first child to complete a row or column calls out ‘Bingo’.

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RESOURCE SHEET Y1 25

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