Today we worked with partners to brainstorm all of the doubles facts we could think of. Knowing some of our doubles will help us become more efficient mathematicians.
Students have started to notice patterns in doubles and have started to use doubles to figure out other addition problems. For example:
if 1+1=2, then 100+100=200
if 5+5=10, then 5+6=11, because it has one more.
Quintin and Tilman take us on a quick tour of some of our work today.
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