Author:
Samuel Shackleford
Subject:
Numbers and Operations
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
1, 2
Tags:
  • Add and Subtract Within 20
  • Addition Fact Practice
  • Doubles -Adding Within 20
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    Addition Fact Strategies- Doubles (Double Bingo)

    Overview

    Provided in the content is only one doubles sheet. To play with more than one student at a time, multiple copies will have to be made with different patterns. Some students will still need to have concrete manipulatives available to them so that the can create the double, or you might ask the students to make a picture to should how they doubled (did they make pairs, did they count out the given value and then make a copy).

    For each player distribute:

    • 1 card.

    • 20 counters to mark spaces on the card

    Caller should have:

    • 1 10-faced die

    • 1 spinner split into sixths each sixth should have a letter from the word D-O-U-B-L-E in it.

    Directions:

    1. Have the caller read out a letter-number combination. The caller should roll the die and spinner the spinner to identify the letter-number combination.

    2. Place a chip on your scorecard if you have that letter and number. Students will find the letter given by the and will have to double the value from the die since every number on a Doubles card should only have numbers that can be created by doubling.

    3. Continue playing until someone gets 5 chips in a row on their scorecard. Othe variations include Blackout (fill the whole card), X Marks the Spot (two diagonal lines that intersect in the middle and include the four corners), Perimeter-or Square (fill all of the spaces on the outside edge), etc

    4. Shout "DOUBLE” if you get 5 squares in a row (or you have completed the variation).

    5. Repeat

    Section 1

    Provided in the content is only one doubles sheet. To play with more than one student at a time, multiple copies will have to be made with different patterns. Some students will still need to have concrete manipulatives available to them so that the can create the double, or you might ask the students to make a picture to should how they doubled (did they make pairs, did they count out the given value and then make a copy).

    For each player distribute:

    • 1 card.

    • 20 counters to mark spaces on the card

    Caller should have:

    • 1 10-faced die

    • 1 spinner split into sixths each sixth should have a letter from the word D-O-U-B-L-E in it.

    Directions:

    1. Have the caller read out a letter-number combination. The caller should roll the die and spinner the spinner to identify the letter-number combination.

    2. Place a chip on your scorecard if you have that letter and number. Students will find the letter given by the and will have to double the value from the die since every number on a Doubles card should only have numbers that can be created by doubling.

    3. Continue playing until someone gets 5 chips in a row on their scorecard. Othe variations include Blackout (fill the whole card), X Marks the Spot (two diagonal lines that intersect in the middle and include the four corners), Perimeter-or Square (fill all of the spaces on the outside edge), etc

    4. Shout "DOUBLE” if you get 5 squares in a row (or you have completed the variation).

    5. Repeat