Some of my students really struggle with the concept of odd and even numbers. In this lesson I want my students to become fluent in determining what numbers are odd/even. I invite students to the carpet to begin an open-discussion. I tell students that even numbers end in 0, 2, 4, 6 or 8. Odd numbers end in 1, 3, 5, 7 or 9.
I make sure I write the numbers on the board, so that students can rely on them through-out the lesson. Then, I draw 10 triangles on the board. I do this to help students understand the concept. I explain that an even number of objects can be divided equally between two people. I ask students volunteers to come up to the board to see how many triangle pairs there are. I encourage students to draw a circle around the pair to help them keep up with the correct number of pairs. Students notice that there were 5 equal pairs with none left over. I explain, that for a number to be even every triangle must have a partner.
Just to make sure students fully understand I say, if there are 4 strawberries on a plate, two friends can divide them equally- each child can have two strawberries. Four is an even number! But if there are 3 strawberries on a plate, the two friends cannot divide them equally. Each child can have 1 strawberry, and they would have to bread the third strawberry in half. Three is not an even number.
MP.2. Reason abstractly and quantitatively.
MP.3. Construct viable arguments and critique the reasoning of others.
MP.4. Model with mathematics.
MP.6. Attend to precision.
MP.7. Look for and make use
MP. 8. Look for and express regularity in repeated reasoning.
For this portion of the lesson, I want my students to spend a little time with understanding odd and even numbers. I ask students to move to their assigned groups. I draw a chart with two columns and label it “Odd or even?” I use the Smart Board to roll a pair of dice. I count the number of dots and say, “Can anyone tell me if the number 9 is odd or even?” Some students say odd, and some say even. To help solve this problem I ask students to use manipulative to check their answers.
I explain that they will be doing this activity within their own groups. Because my students have a hard time deciding who will go first, I have them to roll the dice to see who come closer to the number I wrote in my notes. I repeat this until all students have an assigned turn. I set the timer for about 15 minutes. I explain that time will be up as soon as the bell rings. As students are working, I circle the room to see what students are thinking. Some students used manipulative to determine if numbers where odd or even, and some students relied on the discussion from earlier in the lesson. Once students have discovered the right way to determine odd/even numbers, I ask them to write odd or even next to the number on the chart.
To reinforce their learning I remind that, even numbers end in 0, 2, 4, 6 or 8 and odd numbers end in 1, 3, 5, 7 or 9.Continue until you have completed the chart. When students time is up, I invite students to share out what they know.
In this portion of the lesson, I want to see if students have grasped the concept of odd and even numbers. I ask students to return to their assigned seats to begin. I give each student a red and black crayon to use. I instruct students to use a red crayon to write the numbers that are odd, and a black crayon to write the numbers that are even. To reinforce their learning I remind that, even numbers end in 0, 2, 4, 6 or 8 and odd numbers end in 1, 3, 5, 7 or 9. Then I write the following numbers on the board: 233, 678, 45, 676, 333, 301, 567, and 200. These are the numbers you will classify even or odd. As students are working, I take notes on how well they can determine odd and even number, or if some students struggle. I may ask students to explain how and why certain numbers are odd, or even. This will help me determine, if I need to move forward in their learning.
After the given time is up, I ask some probing questions to check for understanding.
How do you know a number is odd/even?
Can you demonstrate for me?
Can you draw an illustration? Explain?
Students notice that numbers that are even did not have a number left over, and the numbers that were even all had numbers left over.(without a partner)