Reflection: Intervention and Extension Even and Odds - Section 3: Guiding Through

 

Some students apply their work with doubles to the concept of odd and even numbers.  To solve these problem students should be allowed to explore how numbers are broken apart into two equal addends or doubles.  (e.g., 10 = 5 +5), then that number (10 in this case) is an even number. Students should explore this concept with concrete objects (e.g., counters, cubes, etc.) before moving towards pictorial representations such as circles or arrays.  I will re-teach this strategy in a small group setting, allowing students to use a problem solving method of their choice.

 

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  Intervention and Extension: On the Board
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Even and Odds

Unit 4: Working With Numbers!
Lesson 2 of 8

Objective: The students will be able to determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Big Idea: Given a variety of ways of looking at even and odd things the students will be asked to determine if the number or illustration shown is even or odd.

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Standards:
Subject(s):
Math, multiply, reasoning, explaining, exploring, repeated patterns, odd, even
  60 minutes
even and odd
 
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