Odds and Evens

Materials/Equipment: Unifix cubes, brain pop jr.

video:
https://jr.brainpop.com/math/numbersense/evenand
odd/preview.weml, and Even Steven and Odd Todd
by Kathryn Cristaldi, butcher paper, number line,
math notebooks, extension URL:
http://www.learninggamesforkids.com/math_games/
random-math/odds-evens-level-two.html

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TEKS Achieved: 111.4.b.

2.2E Locate a given number on the number line

2.7 A Determine whether a number up to 40 is even
or odd using pairing of objects to represent the
number.

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Curriculum Integration:

Visual/Spatial
Logical/Math
Musical
Interpersonal

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
group
Peer tutoring

Hands-On
Centers
Simulation
Lecture
WholePairing

Submitted by: Carly Payne

Grade Level: 2nd

Subject: Math

Rationale: The purpose of this lesson is to identify if numbers are odd or even, up to 40.

Objectives:

TSW show odd and even with manipulatives

TSW use a number line to show the even or odd number

Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
Have students watch the brain pop jr. video to give a brief understanding and introduction.

Process:
Information Giving: Read Even Steven and Odd Todd and create an anchor chart on the information and patterns shown in the book.
Modeling: Discuss the anchor chart, characteristics, and what we know about odds and evens. Talk about patterns and the

characteristics of an odd number and an even number as discussed in the book. Say: The book mentioned even Steven. He liked things
in pairs, with nothing left over. He liked his things in 2s, 4s, 6s, 8s, or 10s. Show with unifix cubes and show on number line. Say:
Odd Todd always had a leftover. Things were never paired up perfectly. He used things with only 1 or 3s,5s,7s and 9s. Show
example with unifix cube and on number line.

Check for Understanding:

Have students come to the front of the room in groups such as everyone wearing glasses, everyone with a brother, everyone with a
birthday this month, etc. Ask each group to form partners. Each time, record the number on a hundreds board by coloring in the
number of people at the front of the room. Color red for odds and blue for evens. For example, if there are 7 people that come up to
the room, they will pair off, and I will color the number 7 in with red. When the groups come up, ask if they are an odd number or even
number. Ask students if they see a pattern on the hundreds chart. I will know they understand by the feedback in each group.

Guided Practice: Hand out unifix cubes. Say: I have given you each a set of unifix cubes. Im going to say a number between 1 and

40. Your job is to model that number with your cubes. Its up to you how you model the number. The only rule is that it must match the
number I say. Next, you must tell me if the number is odd or even. Who can tell me how I will know if the number is odd or even? How
can I show its odd or even with my cubes? We are not going to shout out the answer. We are going to write the number, and if its
even or odd in our math notebooks. Does anyone have questions?

Independent Practice: Allow the students to continue this with a buddy. For example, the buddy will say a number between 1 and 40

while the other buddy models and writes the answer. Say: Were going to continue this practice with odds and evens. This time, I
want you to find a buddy and take turns saying numbers between 1 and 40 while the other buddy determines if its odd or even. You will
get 5-10 minutes and I will come around and check how each pair is doing.

Closure/Culminating Activity: Say: Today we learned about odds and evens. We looked at the patterns and characteristics of odds and
evens. As an exit ticket, I want you to write a sentence about how you use odds and evens in your everyday life.

Enrichment/Extension:
Allow students to discover more odds and evens at the computer station.
http://www.learninggamesforkids.com/math_games/random-math/odds-evens-level-two.html
Accommodations:
1.

The child with ADHD will be given a quiet place to use manipulatives and a refresher during math rotations to see if criteria and
understanding has been met

2. A child who is an ELL will be able to look at the math vocabulary on the board to better understand odds and evens.

Assessment/Evaluation:

I will know the students understand what an odd or even number is by the overall discussions and observation
during the independent practice time. I can look at their math notebooks to see if they understand.