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[DOCX File]Level 1: Class Business
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the variable on the x-axis when you get graphs like the ones below. That phrase “directly proportional” tells you that if the variables doubles, so does the other. If you triple one, the other triples. You can tell if the relationship between two graphed variables is directly proportional because they always look like this: Notice the trend ...

[DOC File]INTERVENTION STRATEGY:
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See “Doubles Pictures” in the TOOLS folder. Near Doubles – Children are taught to look for the cue of near double numbers. If these appear in the problem, then they choose the smaller number and they visualize the appropriate doubles picture. Once they have the double, they count on by one and that’s the answer.

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They learn to recognize doubles and doubles plus 1. They analyze the addition chart for repeated reasoning and structures (such as 5-groups, plus ones, doubles, sums equal to 10, etc.) that can help them to better understand relationships and connections between different addition facts.

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: Students can represent each number from one to twenty on ten-frames (or two-row array) by showing pairings for even numbers and pairing plus one for odd numbers. Symbolic : Students can write an equation showing each even number as a sum of doubles and each odd number as a sum of doubles plus one.

[DOCX File]www.murrieta.k12.ca.us
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doubles plus 1. Addition/Subtraction: Fact Practice- doubles 0-20. Benchmark Online AND i-Ready ELA (10-20 minutes) ... Make flashcards (use notecards if you have them, but cutting out paper works just fine) for this week’s spelling AND high frequency words. point, river,

[DOC File]MENTAL MATH
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c) multiplication strategies such as doubles, double/double, double plus one, halve/double etc. d) applying the distributive property (Intent is to practice facts through previously learned strategies) a) 8 × 7 × 5 = 8 × 5 × 7 . 12 × 25 = 3× 4 × 25= 3 × 100 . b) 70 × 80 = 7 × 8 × 10 × 10. 4 200 ÷ 6 = 7 × (600÷6)

[DOC File]Multiplication Games - STEM!!
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Seeing Doubles Learning multiplication facts with 2 as a factor can be fun and easy with dominos. Use domino doubles to demonstrate that multiplying by two is the same as adding doubles: 5+5=2x5, 6+6=2x6, and so on. Have your students make both addition and multiplication fact statements for the various dominoes. Dots You will Need - Dice

[DOCX File]First Grade - Common Core Resources - Home
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A statement is a sentence that tells something and ends with an end mark. Write on Board: Toto is funny. Explain that it is a statements and point out the end mark.

[DOC File]BUILDING BASIC FACTS AUTOMATICITY
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The Lego Game with Tens –all of the aces through 10s from one deck of cards. Place one of the 10 cards in the center of the table, and then play the Lego Game as described in Level 2, drawing cards rather than rolling dice. – see description under Level 2. Goal 6 (doubles: 3+3, 4+4, 6+6, 7+7, 8+8, 9+9, reversals, & related subtractions)

[DOCX File]Make It Count: Noarlunga Cluster
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Greater than/Less than/Equals – understanding concept plus word names and symbols. Students need to be able to compare numbers and use appropriate language, Counting on and counting back – very useful when beginning addition and subtraction problems. Doubles – automaticity for recognition of double numbers e.g. 6 and 6 is 12.

[DOCX File]South East Cornerstone School Division
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Provides activities and interventions for the following strategies: Plus One and Plus Two, Adding Zero, Adding Ten, Doubles, Making Ten, Using Ten and Using Doubles. Each strategy is introduced and connected to subtraction.

[DOCX File]The Sequence Strategies for Teaching
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For example, in one study, disadvantaged preschool students played a simple numeric board game four times for 15-20 minutes at a time over a two-week period. At the end of the two weeks, researchers found students' knowledge of math greatly increased in several different areas related to quantitative thinking and numbersense.

[DOCX File]carrollk12.org
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1.OA.3: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition).To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).

[DOC File]Mental Math Video Clips
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Segment 4: Gr. 2−3, Reinforce One & Two Digit Addition Using the Near Doubles Strategy. In this grade 2-3 classroom, the teacher is using fact cards to reinforce the doubles strategy, learned in previous grades, to make a connection to the doubles plus one strategy or the near doubles (one aparts) strategy.

[DOCX File]SECOND GRADE
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Rebuild the number as 9 groups of a hundred + 8 groups of ten + 9 ones and add 1 unit cube. Now you have 9 groups of a hundred + 8 groups of ten + 10 ones, regroup the 10 ones for one groups of ten (rod), 990 is 9 groups of a hundred + 9 groups of ten. Continue adding units cubes one at a time, i.e..

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