Near Doubles

The near doubles build on student proficiency with the doubles facts, along with an understanding of near numbers (+1 facts).

When faced with a fact like 6 + 7, students can think double 6, plus one more.

This is one strategy where the use of concrete and visual scaffolds is sometimes overlooked.  Students who have know a double fact but can’t extrapolate to near doubles can use concrete materials to build the double fact first.

After modelling the double fact with counters, the student is asked to add a counter to one of the boxes, and how that would affect their total.

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Near Double Flash Cards

These cards show a reminder of the double fact for the near doubles.

Snappy Doubles

A two player game, taken from the Guide to Effective Instruction.

Near Double Match

A basic game where cards with near doubles are laid on a mat with helping doubles facts.

 

Comments

  1. Using “near doubles” as an example:
    Please think logically to answer the question, how does this benefit a students learning of mathematics?
    My belief, is that is is a MAJOR detriment to the students understanding and learning of math.
    In the example on this webpage, is shows 7+8 and it tells us to “think” 7+7+1. (With the simplicity of these small numbers I can’t even imagine why we are teaching this)

    1. In teaching to think 7+7+1, we are NOT teaching 7+8.
    2. We should by, memorization or simple practice, know that 7+8 is 15, why create a bigger problem of 7+7+1?
    3. IF we want to understand fact families, such as 7,8,15. Teaching 7+7+1 is also NOT enforcing another area in math we want our kids to know.
    4. At what point does using near doubles become an irrelevant topic? (ie, how far should we teach it? (12+11 is actually 11 +11 +1), what happens on the next question 13+14?
    how about 28+29, are we really suppose to think 28+28+1? (I doubt that at the level we teach doubles and near doubles, we will be discussing this last problem)

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