Odd Man Out: A Lesson in Even & Odd Numbers
To introduce the lesson, the teacher will call a random number of students to the front of the class and have them form two lines. The teacher will ask leading questions, but will see what conclusions students come to on their own (e.g. when an even number of students are called up, every student will have a pair or buddy, or when an odd number of students are called up, not every student will have a pair and one student is not paired or is the "odd man out"). The teacher may introduce the language "odd man out" for students to use when they notice an odd number of objects.
2 Direct Instruction
The students will then watch the BrainPOP, Jr. video Even and Odd. Following the video, the teacher will lead the students in a class discussion about even and odd numbers, and identity things in the room that are even and odd in number. The class will complete the online easy quiz as a formative assessment of what knowledge they gained from the video.
3 Guided Practice
The teacher will then inform students that they will complete a few activities that will help them in identifying even and odd numbers. First, a hard copy of a hundreds chart will be distributed to all students. Then, the teacher will model for students using the Reflector app and the Number Frames app to show if a number is even or odd. The teacher will show students how if there is an unpaired counter in the tens frame, then there is an odd man out and the number is odd, but if all the counters are paired up, the number is even. The teacher will model the numbers 1-6 and have students indicate the even numbers on their hundreds charts using a green crayon.
The teacher will review the rules for working with partners and using the iPads, and then make sure each partnerships opens the Number Frames app. The students will work in partnerships and continue to use the app to find all the even numbers up to 20, recording them on the hundreds charts using a green crayon. The teacher will encourage students to arrange the counters in groups of 10. The teacher will offer feedback to partnerships, answer any questions, and address any misconceptions.
After most students are done, the teacher will have students describe patterns they see on their charts, and elicit that every other number is green, or even. The teacher will inform students that they will will continue to use the app to find all the even numbers up to 50, recording them on the hundreds chart charts using a green crayon.
4 Independent Practice
The students will work in partnerships using the Number Frames app to find all the even numbers up to 50, recording them on the hundreds chart using a green crayon. Partnerships that complete 50 should check in with the teacher, but can then go on to complete the rest of the hundreds chart until the entire class is done. The teacher will offer feedback to partnerships, answer any questions, and address any misconceptions.
5 Formative Assessment
After most students have had the opportunity to find all the even numbers up to 50, the teacher will have each student circle one even number and one odd number between 20 and 50 on their charts. Then the teacher will inform students that their partners will confirm their choices using the Number Frames app and explain why the numbers chosen are even or odd. Then, they will record and share their explanations using the ScreenChomp app.
The teacher will remind students how to use the ScreenChomp app by modeling how to take a screen shot of Number Frames, bring the picture up in the ScreenChomp app, record their explanations of why each number is odd or even, and share it with the teacher via email.
Each student in the partnership should be given time to confirm and explain their partner's choices. Partnerships that finish early can choose additional numbers to verify and explain. The teacher will encourage those students to provide additional explanations based on what they’ve learned (e.g. 8 is an even number because it can be represented by the two equal addends 4+4.)
6 Share Time/Wrap-Up
After every partnership has had an opportunity to create their ScreenChomp explanations, the teacher will have partnerships share their presentations with the class and offer feedback to each partnership, as time permits. Finally, the teacher will lead the class in a final discussion about the lesson, specifically how their hundred charts have alternating stripes, or columns. The teacher will ask students what is the same in each green-colored column (the digit in the ones place in each number) and what is different (the digit in the tens place), eliciting that the digit in the ones place in each even number is 0, 2, 4, 6, or 8. The teacher will answer any questions and address any misconceptions.
Key Standards Supported
Operations And Algebraic Thinking
|2.OA: Represent And Solve Problems Involving Addition And Subtraction.|
|2.OA.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.1|
|Add And Subtract Within 20.|
|2.OA.2||Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.|
|Work With Equal Groups Of Objects To Gain Foundations For Multiplication.|
|2.OA.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.|
|2.OA.4||Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.|