I am going to put some cubes onto the rug. I want to make sure that every cube I put on the rug has a buddy.
I throw out an seven cubes onto the rug.
Turn and tell your partner: What should we do in order to make sure each cube gets a partner?
Students may respond by saying put them in groups of two, lining them up in two rows, drawing a ten frame and grouping them by twos, or counting by twos. I have two-three students come up and share their idea for grouping the cubes underneath the document camera or on the rug.
After students have demonstrated their strategies, I have students work in groups of 2-4 to arrange seven cubes into pairs. When finished, I ask the students: does every cube have a partner? Students should be able to quickly determine that one number does not have a partner.
Today we are going to work on dividing numbers into groups of two to determine whether they are odd or even.
On an anchor chart or the board, I write the words “odd” and “even” and draw or paste a Ten Frame next to each. (See a picture of my anchor chart attached).
Each even number has a buddy. Let’s see if 7 is an even number. I draw 7 on the ten frame by pairing each number.
Turn and talk: Is seven an even or an odd number? How do you know?
When finished with the discussion, I write on the anchor chart: In odd numbers, one number does not have a partner.
Now, let’s look at the number 6. Draw six (or have a student draw 6) onto the ten frame.
Turn and talk: Is six an even or an odd number? How do you know?
When finished with the discussion, I write on the anchor chart: In even numbers, every number has a partner.
I hand out a blank ten frame inside a sheet protector or have each student draw a ten frame on their white board.
I am going to write a number on the board. I want you to use the ten frame in front of you to help you determine whether the number is odd or even.
I write a number on the board and have students work individually to determine whether the number is even or odd. I then ask a student to share whether the number is odd or even and WHY. Students should be able to explain that they know a number is even because each number has a partner or a pair and that they know a number is odd because one number is left out and does not have a partner. I repeat this process, asking students to determine whether 4-6 more numbers are even or odd.
This discourse during this section of the lesson will pave the road for students to start discussing multiples of two as they continue to explore odd and even numbers. (Mathematical practice 7 asks students to look for and make use of structure--this lesson allows students to explore the structure of even and odd numbers which will help them as we discuss multiples of two and multiplication in the future).
Now you are going to have some time to practice determining whether at number is odd or even on your own.
I hand out the independent practice. As students work, I make sure that they are showing their work. I ask guiding questions: How do you know that the number is even? How do you know that the number is odd? Do you notice any patterns in which numbers are odd and which are even?
If students are struggling, they can use cubes and pair cubes up--this accommodation will make the concept of odd/even more concrete for them.
Now that we have worked on odd and even numbers I want you to remind me what the difference between an odd and an even number is. Call on students to explain the difference between odd and even numbers.
You are going to use that knowledge on today's exit ticket! I want you to show me everything you know on today's exit ticket so that I know that you are ready for tomorrow when we learn how to determine if two digit numbers are odd or even.
I hand out the exit ticket and allow students to finish silently.