Objective

Hook

Introduction to New Material

Guided Practice

Independent Practice

Closing

Is the Sum Even or Odd?

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Objective

SWBAT determine whether a sum is even or odd.

Big Idea

Students solve word problems and determine whether the sum is even or odd using strategies they learned in days prior (drawing a ten frame , counting by two, making equal groups).

Lesson Author

Caitlin Vaughan

Grade Level

Second grade

Subjects

Math

Standards

2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.C.3

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.

MP7

Look for and make use of structure.

Hook

5 minutes

Introduce a problem of the day:

Mr. Fear’s class has 9 King Cakes. Ms. Vaughan’s class has 7 King Cakes. How many King Cakes do they have altogether?

Is the total number of King Cakes even or odd?

Introduction to New Material

10 minutes

Turn and Talk: What is the first step I should take when solving this problem?

Students will likely suggest adding the two numbers. I record student responses.

I hand out white boards and have students work independently on the problem. I circulate to determine what trends are happening and where students might be getting stuck (i.e: some students might choose to subtract instead of add).

Turn and Talk: What strategies did you use to solve this problem?

I have two or three students come to the front and share how they solved the problem--some students may have added in their head, others may have used cubes or drawn ones—make sure to spotlight student(s) who have used different strategies.

Turn and Talk: How do you know whether the answer is even or odd?

I push students to use the ten frames from yesterday in their answers as well as multiples of 2 (C group)

Make sure that students are able to describe the two distinct parts of this problem: (1) Finding the sum and (2) Determining whether the sum is even or odd.

Guided Practice

10 minutes

Now you are going to go back to your desks and work on a guided practice problem.

I allow students 5-8 minutes to work. As students work, I circulate to observe student strategies and prompt students when they are struggling.

When students are finished, bring them back to the rug and review the problem as a group. As students share their strategies, check for any misconceptions (either with adding two numbers OR more likely, with determining whether a two digit-number is odd or even).

Independent Practice

10 minutes

Increasing rigor

Independent Practice is differentiated based on proficiency with this skill. (I use yesterday's lesson and success on the guided practice problem to determine groupings).

Group A: In need of intervention.

Students in group A will work with the teacher to complete word problems with sums 1-20. Students in this group should be allowed to use cubes and ten frames in order to understand these concepts concretely.

Group B: Right on track!

Students in group B will complete word problems with sums 1-40.

Group C: Extension

Students in group C will complete word problems with sums 1-100.

Closing

5 minutes

Today we used what we know about story problems and what we know about even and odd numbers to solve some tricky problems. Before we go, answer the following question in your math journal (or on a blank piece of paper).

Hailey has 9 blue pens and 10 black pens. Is the total number of pens ODD or EVEN?

Allow students to work silently for 3-5 minutes. Then have two students share out their answer to the group.

This final problem serves as an exit ticket and allows me to assess my students' understanding of this skill. As students work, I circulate to check for understanding and note any students who are struggling or whose strategies don't match the problem type. I make sure that I work with those students during my morning math routine so that I can remediate and clear up any misunderstandings.

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