1. By Claire Barnes, Willow Dene School
Doubling
A multi-sensory presentation to promote the concept, vocabulary and symbols of doubling and skills in combining two identical sets to find a total
By Claire Barnes, Willow Dene School

2. Look at the set on the screen
Look at the set on the screen. Ask students to estimate how many objects there are in the set. They could find that number on the number line on screen or their own number line, or write it on a white board.
Click to trigger a visual and audio cue in order to aid counting the set. Ask the students to check whether they were right. The corresponding numerals will be highlighted on the number line as each object is counted.
Choose a student to double the set. Ask them to shout “Abracadabra DOUBLE!” then click (ONCE). This will cause the “double icon” to zoom in and out and the set to duplicate itself.
Click again to trigger the audio and visual cues to aid counting the identical set. Again the numerals will be highlighted on the number line, this time in a slightly different colour, so encourage counting on from the first set.
Students can compare how many numerals of each colour are highlighted on the number line, and this can be related to amount in each of the sets.
Repeat for the rest of the slides.
For the final slide, click to review each of the sums. They will appear numeral (or symbol) at a time. Encourage students to “read” them out loud as they appear and challenge them to shout out the answer before it finishes appearing. Suggest that looking at the numbers as a pattern could help the students to remember the answers. Once they have all appeared, click to make the sums change order so that they start with the smallest number and progress to the biggest one. The next click will cause the screen to go blank. Click again to make the “double icon” appear by each sum and encourage the students to chant along (e.g. “Double one makes two, double two makes four…etc.”). The answers will also be highlighted on the number line. Repeat for each sum. Identify and discuss the patterns, or ask students to predict what the next sum and /or answer will be. This could form the basis for work on the two times table or odd and even numbers.
On the last slide, click to make the learning outcome appear and click again to trigger the smiley face and applause.

3. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

6. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

7. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

8. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

9. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

10. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

12. double 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

13. double
double
4 + 4 = 8
9 + 9 = 18
double
double
7 + 7 =
1 + 1 = 2 14
double
double
6 + 6 = 12 = 20
double
double
2 + 2 = 4
3 + 3 = 6
double
double
8 + 8 =
5 + 5 = 16 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

14. You can double numbers up to 10