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* *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

Lesson 10 of 18

## Objective: SWBAT identify numbers as even and odd, and write equations with two equal numbers to see that this results in an even number.

#### Warm Up

*15 min*

I begin today by handing each student a copy of the doubles rhyme that they created in a a previous lesson. We chant the rhyme together and I ask them to draw a quick picture next to each double to help them remember the answers.

I ask a student to come up and write a doubles fact on the board.

I ask the student to draw a picture to show the doubles fact I ask if the numbers the student used were even or odd (i.e., if they used 5 + 5, are the 5s even or odd.) How do they know if a number is odd or even? I take suggestions from students to help us understand how we might use pictures or objects to determine if a number is odd or even.

I repeat the process until we have several even doubles and several odd doubles. I ask students to write in their notebooks what they notice about the kinds of answers (odd or even) that they find when they add doubles.

I ask for several students to share what they noticed.

I realize that they may not yet get the idea that all of the answers are even. We will work towards this during today's lesson.

I invite students to come to the rug to learn a new doubles game.

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#### Playing the Game

*15 min*

I ask students if they can tell me what an even number is? I put some examples on the easel and ask if they are even or odd.

I ask how I would be able to figure out if a number is even or odd. Some students know that 0,2,4,6,8 are the even digits.

I bring out colored chips and 2 large plastic rings to sort into. We look at putting just 1 chip in one circle. Is there the same amount in each circle? Then we try 2,3,4,5,6,7,8,9. What do students notice. (At this point in second grade they should be able to verbalize which digits are even and odd.

Now I want them to transfer that understanding to larger numbers.

I put the number 12 on the easel. Is it even or odd? I suggest that we put the chips in the circles and see if it is because the 1 is odd but the 2 is even. I have a child sort the 12 chips to see if they can put the same number in each circle, showing an even number, or a different amount showing an odd number.

I repeat the process with the number 23.

What do we notice about which digit helps us find if a number is odd or even?

Next I write a 3 digit number ending in 2, but with the 2 other digits odd (352). I ask the students if the number is even or odd and why they think so.

I repeat this with a number that has an odd number in the ones place (463). Again we decide if the number is even or odd.

I ask students which digit I should look at to tell if a number is odd or even.

I tell students that again today we will be rolling a single die and doubling the answer.

They will take a turn rolling an 8 sided die, doubling the number and putting a tally mark under even or odd. They will be able to play for 5 minutes.

I hand out the tally sheets and the die to each set of 2 students and ask them to take turns.

At the end of the game I ask students to count up how many odds and evens they found. I tally up the answers and ask why we have no odds.

At this point I hope students will begin to realize that when you double a number the answer is always even.

I tell students that we will do a practice page with doubles and invite them to return to their desks.

#### Resources

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#### Individual Practice

*15 min*

In order to meet the needs of the diverse learners in the classroom, I have created two different practice activities and pages.

I divide the class into two groups.

The group that is able to work easily with larger numbers will be analyzing doubles data to see what happens when you keep doubling a number. They will predict how much the number will be after 1 week. (They will do this using pennies that they can trade in for dimes, and dollars.)

The other group will play the doubles +/- 1 game that they played in a previous lesson, but this time they will determine if the number that they get after doubling, and adding or subtracting one, is odd or even. They will tally as they did earlier in the lesson and try to figure out why now they are getting only odd numbers.

The two groups will work independently on a practice page while I work with the activity group. They will switch after about 10 minutes of practice.

#### Resources

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#### Closing

*10 min*

Students have worked today to use doubles to think about odd and even numbers. They have also practiced some adding and subtracting of 2 digit numbers using doubles and partners of ten.

To see if they are meeting the Common Core expectation that they can identify an even number by adding two equal numbers, I ask them to write in their math journals the answer to the question, what two equal numbers can add up to 16. Can you write the number sentence to show the two equal numbers that equal 16.

I will use their responses as an informal assessment.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Let Me Count The Ways to Get An Answer
- LESSON 2: Who Makes Mistakes
- LESSON 3: Counting Up to Solve Problems
- LESSON 4: Counting Backwards Works Too
- LESSON 5: Counting Bugs
- LESSON 6: Taking Apart the Problem
- LESSON 7: Getting Bigger and Smaller
- LESSON 8: Double It
- LESSON 9: Doubles Plus or Minus One
- LESSON 10: Evens and Odds
- LESSON 11: Plus Ten Minus Ten
- LESSON 12: From Tens to Nines
- LESSON 13: Equal Amounts
- LESSON 14: Understanding Subtraction
- LESSON 15: Skip Counting with 5s, 10s and 100s
- LESSON 16: Balancing Equations and Counting Backwards
- LESSON 17: Counting with Tens and Hundreds
- LESSON 18: Assessment