| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Welcome back to school |
| What length (min) | 15 |
| What age group | Year or Grade 1 |
| Class size | 19 |
| What curriculum | Adding with doubles facts |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 8 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Mathematics
Welcome back to school - Adding with Doubles Facts
Year/Grade 1
15 minutes
19
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction | 3 | Greet students and briefly introduce the topic of the lesson. Explain what doubles facts are with examples written on the whiteboard. Students discuss in pairs. |
| 2 | Group Activity | 5 | Divide the class into groups of 4-5. Each group will receive a set of doubles facts problems to solve. Encourage collaboration and discussion within the group. |
| 3 | Printable Card Activity | 4 | Distribute printable cards to students. Explain that they need to fill these out with coached examples of doubles facts. Students work independently to complete their cards. |
| 4 | Collection and Checking | 3 | Collect the cards or randomly check a few to ensure understanding. Provide feedback on their work without requiring students to present. |
Assign a worksheet that includes various doubles facts questions for practice. Students will complete the worksheet at home and submit it in the next class.
Encourage a positive classroom environment, highlighting teamwork and collaboration during group activities. Use student examples to facilitate lessons and ensure all students are actively participating throughout.
Teacher: "Good morning, class! Welcome back to school! I hope you all had a fantastic break. Today, we’re going to jump into some fun math with doubles facts. Does anyone know what doubles facts are?"
(Allow students to respond, encouraging discussion.)
Teacher: "That’s right! Doubles facts are when you add a number to itself, like 2 + 2 or 5 + 5. Let's write a few examples on the board."
(Write examples on the whiteboard: 1 + 1, 2 + 2, 3 + 3, etc.)
Teacher: "Now, turn to the person next to you and talk about one doubles fact you know. You have one minute!"
(After a minute, bring the class back together.)
Teacher: "Great discussions, everyone! Doubles facts are not only simple, but they're also really helpful in adding. Let’s dive deeper into them with a group activity!"
Teacher: "I’m going to divide you into groups of 4 or 5. Each group will receive a set of doubles facts problems to solve together. Remember, work as a team and discuss your answers!"
(Divide the class into groups, hand out the doubles facts problems.)
Teacher: "You have five minutes to complete your problems. Make sure everyone in your group contributes, and don't hesitate to help each other!"
(Circulate the room, listening in on discussions and providing support as necessary.)
Teacher: "Time’s up! Now, let’s move on to our next activity. I will hand out some printable cards to each of you."
(Distribute the printable cards.)
Teacher: "On these cards, you’ll fill in your own examples of doubles facts. Remember to think creatively! You can use any number you like. You will have four minutes to complete your cards. Ready? Go!"
(Allow students to work independently on their cards, supporting those who may have questions.)
Teacher: "Pencils down, everyone! Now, please pass your cards to the front. I’ll be collecting them."
(Collect the cards, or check a few cards to assess understanding.)
Teacher: "As I go through these, I will provide feedback. Remember, it’s important to know your doubles facts because they help us with addition. If you got any wrong, don’t worry! We'll keep practicing."
(Briefly highlight a few examples from the collected cards, discussing what was done well and where improvements can be made.)
Teacher: "Excellent work today, everyone! For homework, I have a worksheet with some doubles facts questions for you to practice at home. I expect to see these completed in our next class. Keep practicing!"
Teacher: "Have a great day! See you next time!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Welcome back to school! |
| - Introduction to doubles facts in math | ||
| - What are doubles facts? | ||
| 2 | {Image: Whiteboard with math examples} | - Example of doubles facts: |
| - 1 + 1 | ||
| - 2 + 2 | ||
| - 3 + 3 | ||
| - Doubles facts = adding a number to itself | ||
| 3 | {Image: Students discussing} | - Turn to your partner and share one doubles fact |
| - Encourage team discussion | ||
| - Importance of doubles facts in addition | ||
| 4 | {Image: Groups working together} | - Group activity setup |
| - Divide into groups of 4-5 | ||
| - Solve doubles facts problems together | ||
| 5 | {Image: Printable cards} | - Introduction to printable card activity |
| - Fill in examples of doubles facts | ||
| - Get creative with numbers | ||
| 6 | {Image: Students writing on cards} | - Work independently on your cards |
| - Time limit of 4 minutes to complete | ||
| - Ask questions if needed | ||
| 7 | {Image: Teacher collecting cards} | - Collection of the cards |
| - Provide feedback on examples | ||
| - Importance of knowing doubles facts | ||
| 8 | {Image: Homework assignment} | - Homework: Worksheet on doubles facts |
| - Practice at home | ||
| - Encourage continued practice | ||
| - Closing remarks and have a great day! |
| Question | Answer |
|---|---|
| What are doubles facts? | |
| Can you give an example of a doubles fact? | |
| Why are doubles facts helpful in addition? | |
| How many doubles facts problems did we solve in groups? | |
| What activity did we do with printable cards? | |
| How can you create your own doubles facts? | |
| What should you do if you got a doubles fact wrong? | |
| What will you be practicing for homework? | |
| How did you feel about sharing your doubles facts? | |
| What was your favorite part of today’s lesson? |
Can you think of a real-life situation where knowing doubles facts might help you, such as when you’re sharing snacks with a friend?
If you could create a new doubles fact using a number greater than 10, what number would you choose and what would the fact be?
What do you think would happen if we doubled a number like 8? Can you show or explain how you arrived at your answer?
How do you think doubles facts can help when we start doing more complex math, like adding two-digit numbers?
If you had to teach someone else about doubles facts using a fun game, what would that game be and how would it work?