Students will be able to double two-digit numbers.
- Hold up four objects, like pencils, and tell students that you need DoubleThe number of pencils you are holding. *Ask students how many pencils you’ll have if you double the number you are holding (eight).
- Hold up eight pencils and repeat the question.
- Hold up 16 pencils and repeat the question. (Note: at this point, students may have a more difficult time answering the question; provide the answer if students are stumped).
- Tell students that today we are going to be doubling numbers, just like I doubled the number of pencils I was holding. DoublingA number is multiplying it by two.
Explicit Instruction/Teacher modeling(10 minutes)
- On the board write 4 x 2 = 8And explain, "When I was holding four pencils, and I doubled them, I had eight pencils."
- Repeat with 8 x 2 = 16And 16 x 2 = 32.
- Tell students that doubling is a skill that can be useful in the real world, so today we are going to practise a strategy that will make it easy to think about doubles.
- Write 35 on the board.
- Explain that when we double a number, we can Decompose, or break apart the number, and double each part. For example, 35 could be decomposed into 30 + 5.
- Point out that doubling the parts of the numbers (30 x 2) + (5 x 2)Is easier to do in our heads than doubling the whole number.
- Tell students that 30 doubled is 60 and five doubled is 10. So 60 + 10Is the answer.
- On the board, write 60 + 10 = 70 / 35 x 2=70.
- Repeat with a second example, like 17.
Guided practise(15 minutes)
- Write 23 on the board and have students work with a partner to double it, using decomposition as a strategy.
- Hand out the Double Bubbles worksheet.
- Have students complete the worksheet with a partner.
Independent working time(10 minutes)
- Hand out the Doubling in the Real World worksheet and instruct students to complete it independently.
- Circulate as students work and offer support as needed.
- Go over the worksheets as a class.
Support:Provide simplified practise problems with smaller numbers (i.e. 15, 21, 32).
Enrichment:Have students apply the strategies learned in the lesson to solve word problems.
- Hand out a sticky note to each student (or, alternatively, have students use personal white boards).
- Write a number on the board, like 48, and instruct students to double it and write their answer on the sticky note.
- Collect as an exit ticket and check for understanding (Note: if using white boards, have students hold up their answer and scan to check for understanding).
Review and closing(10 minutes)
- Ask, "What are some real world situations when you might need to double a number?"
- Discuss as a class (i.e. making a recipe twice as big; buying two identical items and calculating the cost).