Doubles & Near Doubles
Progression 1 (Years 1–2) Number | Using doubles and near-doubles for efficient addition with zoo/conservation pairs.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: additive strategies to 20
Key idea: use a known double
Ākonga are learning to:
- Recall core doubles (1–10) quickly.
- Use near-doubles (n + n±1) to solve addition.
- Show doubles on frames, dominoes, and number lines.
Success looks like:
- I can say doubles facts without counting.
- I can solve 6+7 by using 6+6 and adding 1.
- I can show my strategy with a diagram.
Teacher prompts
- “What double do you already know?”
- “Is it one more or one less?”
- “Show the adjustment on the number line.”
Kupu / Vocabulary
- double / takirua
- near double
- pair / tārua
- add / tāpiri
- adjust / whakatika
- difference / rerekētanga
🎥 Media Anchor (8 mins)
Video: Using Doubles Facts to Add: 1.OA.6
Before — Predict
Solve 6 + 6. Then predict 6 + 7 without counting every item again.
During — Watch with a job
Watch the full 1:46 clip. Track how a known double is adjusted to solve another addition fact.
| Addition fact | Known double | Adjustment | Total |
|---|---|---|---|
| … | … | … | … |
| … | … | … | … |
Kaiako moves
- Make the +1 or −1 adjustment visible with one counter or one number-line hop.
- Ask learners to name the known double before calculating the near double.
After — Pair process
Check a partner’s row: does the adjustment match the difference between the two addends?
Immediate use
Use the same four columns when solving the first near-double card at Station B.
Support + stretch
- Support: Build doubles to 5 with paired counters or double frames before adding or removing one.
- Stretch: Solve one fact from each adjacent double and decide which route is clearer.
Materials
- Dominoes (real or printed), counters, ten frames.
- Near-double cards (e.g., 5+6, 7+6, 8+9).
- A5 Handout: generator set to “Doubles / near doubles,” range 0–20, 20–24 Qs.
Lesson Flow
Hook (5 mins)
- Show penguin pairs; ask “How many in 4 pairs?” Collect quick double responses.
Teach/Model (10–12 mins)
- Flash core doubles to 10 on frames; chorally respond.
- Model near double: 6+7 → 6+6+1; draw on number line.
- Link to conservation: planting pairs of seedlings; add one extra seedling.
Guided Practice (15 mins)
- Station A: Domino doubles—match to equations.
- Station B: Near-double cards—show double, adjust +1/−1.
- Station C: Number line hops—start from double, hop one more/less.
Independent/Extension (10–12 mins)
- Solve 6 near-double problems; record double used.
- Extension: create a near-double word problem (zoo or bush) and solve.
- Support: focus on doubles to 10; teacher/peer scribe equations.
Exit Check (5 mins)
- Quickfire: doubles 4, 7, 9; near double 8+9.
Place-based options
- Hamilton Zoo penguin pool: count pairs (photo/virtual); double to find total.
- Maungatautari/Zealandia: pairs of kākā or traps—estimate doubles.
Representations: frames for doubles images; number line to show the +1/−1 adjustment for near doubles.
Differentiation & Support
Scaffolds
- Focus on doubles to 5 before extending to 10.
- Use dot cards or domino visuals for instant recognition.
- Keep near doubles to +1 only (e.g., 4+5).
Extensions
- Use doubles to solve 12+12 or 15+15 with concrete materials.
- Compare two near doubles and state which is larger and why.
- Create a mini-quiz for a peer using doubles facts.
Common Misconceptions
- Adding two to the double instead of one. Remedy: mark the extra single counter.
- Near doubles treated as exact doubles. Remedy: say “double plus one” aloud.
- Forgetting the double fact. Remedy: use dot images to anchor memory.
Assessment & Evidence
- Fluency check on core doubles; note automaticity.
- Student work showing double used in near-double problems.
Whānau Connection
- Send home a “doubles” card set for quick practice.
- Encourage whānau to spot real-life doubles (shoes, socks, eggs).
Handout Link
Use the Progression 1 generator set to “Doubles / near doubles,” range 0–20, 20–24 questions.
Curriculum alignment
- Statistics — Knowledge: - 1st, 2nd, 3rd, 4th, 5th - add, plus, join - between - combine - compare, order - how many, total, all together - largest, smallest - more, less - next, before, after - numbe…
- Number — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Measurement — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Statistics — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Algebra — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 1 (Years 0–3) · Statistics (Knowledge): “- Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.”
- NZC (2007) · Mathematics and Statistics · Level 2: “Use simple additive strategies with whole numbers and fractions.”
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, doubles) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p1 l4 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.