Doubles & Near Doubles

Progression 1 (Years 1–2) Number | Using doubles and near-doubles for efficient addition with zoo/conservation pairs.

Duration: 60 mins Strand: Number Context: Penguin pairs, kākā pairs, planting pairs Representations: Dominoes, ten frames, number lines

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: Early Number Sense Strategies for Young Learners

What counting or grouping move from the clip can you use in our warm-up task?
How could you teach this strategy to a classmate or whānau member?

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.

Back to Number Sense Journey (Progression 1)

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.