Students use a known doubles fact to solve a near-doubles problem (e.g., 6 + 7 = 13 because 6 + 6 = 12, plus 1). They adjust a doubles fact by 1 or 2 to find the answer.
Real questions from this skill, graded here. No account, and nothing is saved.
Grade 1 · Counting, Fluency, and Fact Strategies · question 1 of 3
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12 rungs. A star at the top.
2 stickers then 3 stickers. How many in all?
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A near double uses a double you know.
Then you add one more.
5 + 6: the top row is 5, the bottom row is 6. Double 5 is 10, and 1 more is 11.
A double is 2 equal rows, so it is easy to remember.
6 is 5 and 1 more, so 5 + 6 is 1 more than double 5.
If you know 5 + 5 = 10, you know 5 + 6 = 11.
A near double is a double and 1 more.
Saying 10, the double, and forgetting the 1 more.
The bottom row has 1 more. 10 and 1 more is 11.
3 + 4 = ___ — 7. Double 3 is 6, and 1 more is 7.
Let's add six plus seven. We can use a doubles fact to help us!
We already know our doubles. Six plus six equals twelve.
Now look closely — seven is just one more than six.
So six plus seven is the same as six plus six, plus one extra.
Six plus six is twelve.
Then add one more. Twelve plus one is thirteen!
Six plus seven equals thirteen. Near-doubles makes adding easy!
While they climb, your page writes one true line to ask about tonight, and a short note each Sunday.
A chessboard has 64 squares — share them out between the 8 rows and each row holds exactly 8.
An example student.
Maya earned 2 stars this week — Interpret multiplication as equal groups, which took 6 answers over 3 days before its star landed 3 days ago and Multiply by 6, 7, 8 and 9. Next up: Divide within 100.
An example week.
14 days of every skill, practice packets, Fluency sheets and up to four students. No card.