Design for Learning

Instructor: Emily Kelley Lesson Title: Even Steven and Odd Todd Curriculum Area: Math minutes

Grade Level: 2nd Date: 11/5/13 Estimated Time: 45

Standards Connection:

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 e uation to e!press an even number as a sum of two e ua" addends.

#earning $bjective% &hen given a wor'sheet of numbers from 0(2), students wi"" be ab"e to correct"y categori*e them as even or odd with +,- accuracy.

#earning $bjective stated in .'id(friend"y. "anguage% /"ass, today we are going to "earn which numbers are even and which ones are odd and why they are. 0y the end of c"ass today, you wi"" be ab"e to "abe" numbers from 0 into the 20s to be either even or odd.

1va"uation of #earning $bjective% 2he students wi"" be eva"uated by observing their answers and invo"vement during the engagement and activity. 3"so, their assessment, a math wor'sheet where students wi"" "abe" numbers from 0 into the 20s in either the odd or even co"umn, wi"" be an eva"uation of how we"" students "earned the objective.

1ngagement "Good morning class! For our math lesson today we are going to be learning about even and odd numbers. Have any of you heard of even and odd numbers before?" 4ome students wi"" answer yes and some no, this wi"" give the teacher a good view on how intensive the teaching wi"" need to be. "That's great that some of you know what they are! nd for those of you who don't! lets make a number line." 2he teacher wi"" wa"' over to the white board and grab two different co"or mar'ers. 2he teacher wi"" write odd numbers in one co"or and evens in another, giving students a visua" of something they are a"ready fami"iar with. . lright! so the odd numbers are in blue and the even numbers are in red. " will e#$lain to you why these are odds and evens later. %ut for now! let's read a book! &lass! can you $lease come to the car$et 'uietly. This book is called '(ven )teven and *dd Todd."

"t is about two cousins who! at first! have a hard time getting along with each other. There are some numbers mentioned in the book and " want you to listen out for them and see if you can figure out if they are odd and even. +eady to listen? *k! let's read." 2eacher wi"" read the boo', as'ing uestions about the story a"ong the way to ma'e sure students stay engaged. ",ow that we are finished with the story! is there any kind of $attern you can tell me about the book?" 4tudents wi"" e!p"ain how 1ven 4teven on"y used even numbers whi"e $dd 2odd on"y used odd numbers. "-ery good class! .ou are already finding which numbers are even and odd! ,ow lets look at the numbers a little closer."

#earning Design Teaching 2eacher wi"" p"ace the $dd 2odd and 1ven 4teven figures up on the white board. ./et's think back to our book. &an anyone raise their hand and tell me one number that *dd Todd used in the book?" 2he teacher wi"" ca"" on students to "ist the different numbers he used, a"" of the numbers shou"d be odd. ",ow what about (ven )teven? 0hat numbers did he use?" 4tudents wi"", once again, "ist off numbers and a"" of the numbers shou"d be even. "1o you notice any $atterns between the

number line we wrote earlier and the numbers under Todd and )teven?" 4tudents wi"" either note that 2odd has one co"or and 4teve has another, but the goa" is for them to say that 4teve has even numbers and 2odd has $dd. ..es! 0e found the $attern in the book! ,ow lets look at the $attern in the number line. 0hat are some things you can tell me about the differences between the even and odd numbers in the number line?" 2he students wi"" point out how it is every other number. "0e can even $ut the numbers through different test to see if they are even or odd. /et's do a little math $roblem. 0hat is 234? 0hat is 435? 0hat is 436? 0hat is 437? 0hat is 4382? 1id we see the $attern? ll we have to do is add two to figure out the ne#t

even number. /et's see if we can do the same for odd. 0hat is 834? 934? :34? ;34? 0ow! look! "t is the same $attern. s long as we start on an even or odd number! we can add two to find out more even and odd numbers. /et's try another test." 2eacher wi"" bring out the game pieces to be used in the opportunity for practice and dumps a handfu" out on the tab"e and ca""s students over to the tab"e so that everyone can see. "/et's take away two at a time and see what ha$$ens." 4tudents wi"" ta'e away pieces two by two and then there wi"" be none "eft. "Hmm! so they left in grou$s of twos and now there is none left. 1o you think this means they are even or odd?" 1ven5 2he teacher wi""

snea' away one chip and have students retry ta'ing two pieces at a time, but this time there is a chip "eft over. .#oo' at that5 2here is one "eft over5 0hat do you think this means?" 4tudents wi"" respond by saying there was an odd amount of numbers. "Good! ,ow those are two tests done to see if numbers are even or odd. lso! when we start getting to bigger numbers! it shouldn't scare us. 0e can do it! "t is <ust as easy because we only focus on the ones $lace. Here is the number 49=74. >oint to the ones $lace. "s 4 even or odd? (ven! Good! Guess what? That makes the entire number even." 2eacher wi"" continue with other e!amp"es of two digit numbers.

Opportunity for Practice ./ets bring our buddies back! (ven )teven and *dd Todd! to $lay a game with us. %ut first! " am going to $ut you in grou$s with $artners." 6atch students off two by two in front of the c"ass and see if you have an e!tra chi"d or not and have students determine whether the c"ass has an even or odd number of peop"e. ">erfect! we have an even amount of students so everyone will have a $artner. " am going to $ass out one sheet $er grou$ and a handful of chi$s. .ou and your $artner decide who is (ven )teven and who is *dd Todd. .ou can switch after every round. ,ow " am going to $ass out one dice $er grou$. .ou and

your $artner will take turns rolling the dice and determine if the number you rolled is even or odd. "f it is even! (ven )teven gets to $ut a marker in the s$ot of one of the circles. "f it is odd! *dd Todd will get to fill a s$ace. The first one to fill u$ the marks to the finish s$ace is the winner for this game. Good luck! and $ay attention to those even and odds!"

Assessment .)ince we have had $lenty of time to figure out which numbers are even and which ones are odd! let's do a worksheet to show me you all have it all figured out!" 2he teacher wi"" be sure they are a"" seated at their des'. .,ow! this is an individual assignment! so lets work on it by ourselves. " want you to take the numbers at the bottom of the $age and $ut them in the bo# for even if they are an even number and in the odd column if they are an odd number. +aise your hand if you have any 'uestions and no talking $lease! so we can work in silence. Turn them into me when you are finished."

Closure " fter looking over these worksheets! it seems like we have a great understanding of what even and odd numbers are. /et's hear those even umbers one more time!" 4tudents wi"" have a chora" response% 0,

2, 7, ), 8, 90.. " nd now the odd numbers!" 4tudents wi"" give a chora" response 9, 3, ,, :, +, 99.. "Fantastic! (ven )teven and *dd Todd would be so $roud of you! and so is ?iss @elley!"

6ateria"s and ;esources 0oo'% 1ven 4teven and $dd 2odd 1ven 4teven< $dd 2odd cut out &hite 0oard and 6ar'ers ="ace mar'ers 1ven 4teven $dd 2odd game 3ssessment wor'sheet

Differentiation 4trategies

>( ?n c"ass, the teacher wi"" cha""enge students to go above the standard of counting even and odds to 20. 2his assessment inc"udes numbers over 20. 0ut for more advance students, the teacher cou"d cha""enge them to "abe" numbers even further( 30, 70, and so on. 3"so, have students e!p"ain why the number is even or odd.

#( @or students having a hard time "earning the pattern of even and odds, there are mu"tip"e songs and poems to "earn to teach students even and odd numbers. 2he teacher can use these for students

strugg"ing to understand, it is more then just a visua" method but a""ows students to ma'e a different 'ind of connection to even and odds.