| Objectives | Students will be able to: (1) build and state the doubles facts 1+1 to 5+5; (2) recognise a double as two equal parts; (3) connect doubles to real mirror pairs. |
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| Materials | Counters; small mirrors if available; dominoes with double faces; body pairs (hands, eyes, feet); whiteboards. |
| Key vocabulary | double, twice, mirror, equal parts |
| Engage (starter) | (10 min) Mirror magic: hold 3 fingers to a mirror — the mirror gives 3 more! "Three plus three... SIX. The mirror DOUBLES everything." Try 4 and 5 at the mirror. |
| Develop (main) | (35 min) 1. Build each double 1+1 to 5+5 with two equal counter rows; write the sentences as the "doubles ladder" on the board. 2. Body doubles hunt: 1+1 eyes... 5+5 fingers — the body is a doubles museum! 3. Pairs pull double-dominoes from the pile, write the fact, race gently to complete the ladder. 4. Whiteboard echo: teacher calls "double 4!"; children write 4 + 4 = 8. |
| Plenary (close) | (10 min) Doubles rap: chant the ladder rhythmically (one and one is two, two and two is four...) with claps. Twice through, second time faster. |
| Assessment | Whiteboard echoes: 4 of 5 doubles written correctly; states one body-double connection; ladder completed in pairs. |
| Teacher notes | Doubles are recalled faster than any other facts because of their symmetry — they become anchor facts for near-doubles reasoning later. The rap earns daily 30-second revivals. |
| Objectives | Students will be able to: (1) recall doubles to 5+5 fluently; (2) explore bigger doubles (6+6 to 10+10) orally with materials; (3) spot doubles hiding in problems. |
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| Materials | Counters; double-decker pictures (bus with equal rows); dice; personal fact cards from Term 1; egg-box ten-frames. |
| Key vocabulary | double, recall, twice as many |
| Engage (starter) | (10 min) Beat-the-mirror: teacher flashes fingers; class shouts the double before the "mirror" (teacher's other hand) rises. Five rounds of theatrical near-misses. |
| Develop (main) | (35 min) 1. Recall rotation: dice doubles (roll one die, double it), memory pairs (match 3+3 to 6), and the doubles track game. 2. Stretch table with teacher: build 6+6 and 7+7 with counters in two rows — say them, marvel at them, no writing pressure. 3. Doubles-in-stories: "Two rows of 4 chairs... a crab's 2 sets of 5 legs" — children spot the double and answer. 4. Personal fact cards updated: tick every secure double with pride. |
| Plenary (close) | (10 min) Doubles duel (friendly): pairs quiz each other with finger-flashes, keeping joint scores — the PAIR wins together. |
| Assessment | Recall observed at rotation: doubles to 5+5 answered within 3 seconds on 4 of 5; one story-double spotted and solved. |
| Teacher notes | Big doubles (6+6 up) are enrichment, not requirement — Grade 2 owns them formally. The two-equal-rows image matters more than the answers. |
| Objectives | Students will be able to: (1) count by 2s to 20 using paired objects; (2) explain why counting in 2s is faster than in 1s; (3) connect pair-counting to doubles. |
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| Materials | Pairs of things: shoes, socks (clean!), bottle-cap pairs pre-glued or bagged; hundred chart; music for the parade. |
| Key vocabulary | count by twos, pair, skip count |
| Engage (starter) | (10 min) The shoe mountain: pile 8 shoes. Count in ones... then the reveal: they come in PAIRS! Count "2, 4, 6, 8" touching each pair. Half the touches, same answer! |
| Develop (main) | (35 min) 1. Pairs parade: children march two-by-two while the class counts the marchers by 2s to 20. 2. Hundred-chart lights: mark 2, 4, 6... to 20 — the marks make a pattern (every other number, one full column-hop). 3. Pair-counting stations: count bagged cap-pairs, count eyes around the table, count hands in the group — always by 2s. 4. The doubles bridge: counting 2, 4, 6 IS stacking doubles — 2+2 lands on 4, plus 2 lands on 6. Show it on the chart. |
| Plenary (close) | (10 min) Whisper-SHOUT counting: whisper the odd numbers, SHOUT the evens to 20 — the 2s pattern sung into memory. |
| Assessment | Observation: counts by 2s to 20 touching pairs correctly; explains "faster because we count two at a time" in own words; chart pattern marked. |
| Teacher notes | Whisper-shout counting quietly plants even/odd (Week 11's star). The children will remember the shouting; the mathematics rides in on the fun. |
| Objectives | Students will be able to: (1) count by 2s from any even start to 20; (2) solve how-many problems using pair counting; (3) continue 2s number patterns. |
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| Materials | Number cards; pattern strips (2, 4, _, 8); pair-picture problem cards (3 bicycles — how many wheels?); hopscotch-style floor numbers. |
| Key vocabulary | skip count, pattern, wheels, pairs |
| Engage (starter) | (10 min) The bicycle problem: draw 3 bicycles. "How many wheels?" Count by 2s along the drawing: 2, 4, 6! Then 4 bicycles. The class owns the method already. |
| Develop (main) | (35 min) 1. Floor hop: even numbers chalked as stepping stones; children physically HOP the 2s count, starting from 2, then from 6, then from 10 (start-anywhere skill). 2. Pattern strips: fill the gaps in 2s sequences, forwards and one backwards strip (20, 18, _, 14). 3. Problem cards in pairs: wheels, eyes, wings, slippers — draw, pair-count, answer. 4. Invent-a-problem: each pair draws their own pairs picture and writes the count beneath. |
| Plenary (close) | (10 min) Gallery of invented problems: three pairs present; the class pair-counts each aloud. |
| Assessment | Pattern strips: 3 of 4 completed including a mid-sequence start; one problem card solved with visible pair-counting; hop from a non-2 start achieved. |
| Teacher notes | Backwards 2s counting is subtle subtraction rehearsal. Keep the invented problems — they seed Week 10's choose-the-operation stories beautifully. |
| Objectives | Students will be able to: (1) demonstrate doubles recall and 2s counting (consolidation); (2) complete the week checkpoint. |
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| Materials | All week's kits; checklist; the doubles rap. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up double-header: the doubles rap once through, then whisper-SHOUT to 20. |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: doubles flash — five facts answered. Table 2: count a tray of paired objects by 2s and record the total. Table 3: complete two 2s pattern strips; solve one wheels problem. Table 4 (choice): make a doubles-and-pairs poster for the wall. Teacher records throughout. |
| Plenary (close) | (10 min) Poster premieres. Preview with a folded paper flourish: "Next week we CUT things in HALF — fair shares for everyone, and a giant stick called the METRE ends the hand-span wars forever!" |
| Assessment | Week 5 checkpoint: doubles to 5+5 (count recalled); 2s counting to 20 with pairs; pattern continuation. Secure/developing per skill. |
| Teacher notes | Doubles fluency feeds directly into Grade 2's near-doubles strategy — the recall count from Table 1 is worth carrying into your term records. |