Today we will be making doubles.
Children explore doubling with numbers up to 20.
Reinforce understanding that ‘double’ is two groups of a number or an amount.
Children show and explain what doubling means using concrete and pictorial representations.
They record doubling using the sentence, ‘Double ___ is ____’ and use repeated addition to represent doubles in the abstract.
They look at representations to decide whether that shows doubling or not.
Can you sort these representations in to doubles and not doubles?
How do you know they’ve been doubled?
What comes next in my table, why?
How can we show the double differently?
If double 2 is 4, what is double 10?
What is the largest double we can roll on a normal dice?