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Bibliographical Information:
Dodds, D., & Manders, J. (2004). Minnie's Diner: A multiplying menu. Cambridge,
Massachusetts: Candlewick Press.
Mathematical concepts for the lesson:

Doubling numbers
Multiply (for older grades)
Problem solving

Other Subjects in this lesson:

Using complete sentences

Grade of lesson: 1st

NCTM Process Skills Addressed:
Problem Solving- The students are problem solving by figuring out how to double the
number. They are also trying to find out what it equals and they can figure that out any
way they think they can.
Reasoning and Proof- The students can double check their answer after they get it to
make sure that they did double the number. They are also writing the problem to know if
they understand it or not.
Communication- The students are writing there problem as a sentence to help them
understand what they did during the problem. They can ask their peers and compare
answers to see if they got the right answer.
Connections- During the lessons students will realize that while doubling they just add
the same number together. Some advanced students may realize that they just multiply
the number by 2.
Representation- The students are using the graph and drawing their objects in it so they
can get a visual model of how they got their answer. This has the students work
organized and better for them to see what steps they did to double.
Mathematics TEKS addressed:
(3) Number and operations. The student applies mathematical process standards to develop
and use strategies for whole number addition and subtraction computations in order to solve
problems. The student is expected to:

(E) explain strategies used to solve addition and subtraction problems up to 20

using spoken words, objects, pictorial models, and number sentences; and

(F) generate and solve problem situations when given a number sentence
involving addition or subtraction of numbers within 20.
Other TEKS addressed:
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how
English is written and printed. Students are expected to:
(D) recognize the distinguishing features of a sentence (e.g., capitalization of
first word, ending punctuation);
(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts
drawing on useful strategies as needed. Students are expected to:
(A) confirm predictions about what will happen next in text by "reading the part
that tells";
(19) Writing/Expository and Procedural Texts. Students write expository and procedural
or work-related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(C) write brief comments on literary or informational texts.

The students will need to be able to count to 120 with and without objects.
They will also need to be able to recognize their shapes because that is what we
are going to use as a class to double, or add.
The students will need to know how to write a sentence and know the beginning
and end of a sentence.

Description of lesson:

We will read Minnies Diner as a class. While reading the book we will say
double many times so they get the idea of doubling. To make them understand
that doubling is bigger, keep saying that the bigger brother got double. Also
while reading the book the students will predict what is going to happen next in
the book.
After we read, the class will get a handout with numbers in blank boxes. During
the lesson the students will get into pairs and each pair of students will have one
number that they get to double. They will draw the correct number of whatever
shape of their choice in the box. After doubling they will figure out what it equals,
and write the correct answer in the third box. The first one can be done as a
class to help them understand the process.
To help them understand doubling they are to write a sentence for themselves in
each box of what they did or how they got the answer.

When the class is done, each pair will go up to the board and explain how they
doubled their number. The other students are to fill out the rest of the packet at
this time.

Description of the lesson Component where another subject is addressed:

The student will write a complete sentence on how they doubled the number.
Make sure they use a capitalized letter at the beginning of the sentence and end
it with a punctuation.
While reading the student will predict what happens next in the book.

Suggested Extensions and Modifications:

You can edit the worksheet for ELL students by typing the word one by the
letter one and so on for the other numbers.
For ESL students instead of drawing the items, the can use objects like buttons
to set in the boxes. So like 1 button in the 1 box.
Also for ESL not grading so hard on the sentence writing.
Use finger printing with washable ink instead of drawing or writing the objects.

Source of lesson:
I found the idea for my lesson on this website. I used the general idea for my lesson but
changed many things to it.
Teaching doubles with Minnies Diner. (2014). Retrieved October 3, 2015, from