## Reflection: Student Led Inquiry Evens and Odds - Section 2: Playing the Game

When I first proposed the dice game, I thought maybe it was too obvious that all of the rolls would result in even numbers. The students were to roll a single die, double it and tally the answer as odd or even. The students were totally amazed that they kept rolling even answers. As I walked around I asked students why they thought they were only getting even answers. Students suggested that they were lucky, that they must be rolling all the same numbers, that they didn't know why.

It wasn't until I called the class together and we did a class tally and found no odd answers that students began to realize that when you double a number it is impossible to get an odd number. Students began to talk about why you can't get an odd number. The students led the discussion and through their discussion came to the conclusion that an even number can be divided up into two groups so that 2 people could share it evenly, and that when you double a number you are counting the 2 groups.

If I had decided that this lesson was too obvious, we all would have missed this discussion and learning moment. This was a great example of a student led inquiry. I just set up the information, and the students sorted out what it all meant.

I am glad I taught the game even if at first glance it seemed so obvious.

What Seems Obvious Isn't Always Obvious
Student Led Inquiry: What Seems Obvious Isn't Always Obvious

# Evens and Odds

Unit 2: Adding and Subtracting the Basics
Lesson 10 of 18

## Big Idea: Students need to discover that adding any doubles results in an even number. This meets the Common Core Standard for using doubles to identify even and odd.

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55 minutes

### Beth McKenna

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