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Multiplication and Division
Objectives
To find doubles to 20.
Resources
There is no additional resource required for this lesson.
Vocabulary
double | altogether
Today's Lesson
Introduction
Ask your student to show you 13 on two of the 0-100 beaded line.
Ask, ‘How many beads altogether (on both lines)?’
Use the two beaded lines to explain how double 10 is 20, jot down 20, and double 3 is 6, jot down 6.
Emphasise that 20 and 6 is 26.
Record: Double 13 is 26.
Next, ask your student to show you 15 on two 0-100 beaded lines. Use the two beaded lines to double 15.
Ask, ‘How many beads altogether?’
Ask, ‘What doubles fact could we write?’
Write: Double 15 is 30.
Repeat with double 17, modelling how to jot down the answer to double 10 and the answer to double 7, and then adding 20 and 14, modelling how to partition 14 to help with adding (20 + 10 + 4).
Repeat with double 16.
Continue to repeat with other numbers, recording in the same way as above.
This can be a tricky concept at first, so do allow plenty of time for practising.
This video demonstrates the above strategy for doubling.
Main Activity
Work as a pair with your stduent to play the Doubles Game.
Encourage your student to use the two 0-100 beaded line to support them as they find the doubles.
Extra Challenge
Shuffle the set of 1–20 number cards.
Take one but do not show it.
Say, ‘I’ve got a number, double it is 12. What’s my number?’
Repeat with other numbers, asking your student to use their 0-100 beaded line to help them where necessary.