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Michele Morelli

Due 10/29/14
Lesson Plan #2
1.

Subject Content Standards From PDESAS.org


a. Subject Area- Mathematics
i. Standard Area 2.1: Numbers, Number Systems and Number
Relationships
1. 2.1.1.E: Describe even and odd numbers as they relate to a number
pattern.
b. Subject Area- Reading, Writing, Speaking and Listening
i. Standard Area 1.1: Reading Independently
1. 1.1.1.D: Demonstrate listening and reading comprehension /
understanding before reading, during reading, and after reading
through strategies such as think aloud, retelling, summarizing,
connecting to prior knowledge and non-linguistic representation

2. Grade Level- 1st grade, 18 students


3. Goal/Purpose of the Lesson what exactly do you plan to teach your studentsStudents will explore even and odd numbers of objects by participating in an activity
called Even Steven and Odd Todd.
4. Materials Needed for Instruction list what you will need to complete your goal
a. Materials needed for this lesson include:
i. 6 small baskets filled with marbles (or maybe pom-poms)
ii. 6 poster boards with Even Steven and Odd Todd drawn on them(example: http://www.pinterest.com/pin/524317581592156385/)
iii. Markers to write on the poster board with
iv. Even Steven and Odd Todd by Kathryn Cristaldi
v. Computers for each student (if not available, students can work in pairs or
rotate turns on the computer.)
vi. White board and marker
5. Interactive Websites
a. http://www.bbc.co.uk/schools/starship/maths/games/number_jumbler/big_so
und/full.shtml
i. As a review and closure to my lesson, students will visit this hyperlink; it
is a game called Number Jumbler. Students will click on the Odd and
Even link and play this review game.
6. Procedures how will you actually teach this lesson, where will you begin, what
strategies are you going to use to convey the lesson to your students

a. To begin my lesson, I will read the book Even Steven and Odd Todd by Kathryn
Cristaldi. As we are reading, I will make a chart on the white board, with numbers
that Even Steven uses in one column, and the numbers that Odd Todd uses in the
other. I will ask students to make predictions as I read, checking to see if they
were correct as we read on. After weve finished the story, we will discuss where
weve seen these numbers in everyday life.
b. Next, I will tell the students that they are going to participate in an activity in
which they are put into groups of three and must discern odd numbers from even
numbers. Using marbles, I will model to the class how we know if a number is
odd or even. I will grab a handful (maybe ten marbles) and lay them out in front
of the class. I will make 2 equal piles with the marbles (with ten marbles, I will
make 2 piles of 5); being that each of my marbles fits neatly into even piles, that
means the number is even. I will then take a marble away, displaying only nine. I
will make equal piles again, showing the students that there is one left over, or an
odd man out. If there is no possible way to make 2 equal piles without having a
marble left over, the number must be odd.
c. I will then separate my students into groups of 3 and have one student from each
group gather materials from the front table (a basket of marbles, a poster board of
Even Steven and Odd Todd, and a few markers). The students will be asked to
take a handful of marbles from the basket, and make equal piles (as I modelled in
front of the class). If their number of marbles is even, they will be asked to write
that total number of marbles in the Even Steven column. If the number is odd,
they will write the total number of marbles in the Odd Todd column.
d. After we have completed the activity, I will hang the posters around the room for
the children to look at. In a carousel fashion, the groups will rotate around the
room, spending about 1 minute at each poster. They will be asked to take a look at
each poster and make sure that all of the recorded numbers are in the correct
column.
e. Following the carousel, the students will complete the interactive review game
(listed on the interactive website portion of this lesson).
7. Time Frame of the Lesson how long do you anticipate the lesson will take to
complete; how many class periods?
a. I anticipate this lesson to only take one class period, with maybe an additional 10
minutes the following class period. It should only take us roughly 10-15 minutes
to read the book and complete the chart/opening discussion. The students will be
given around 15-20 minutes to engage in the activity, and the carousel (if
performed efficiently) should only take about 7-10 minutes. If there is a computer
for each student, the interactive website portion of this lesson should only take 510 minutes. If students must rotate computer time, this may take longer.
8.

Describe how you will integrate other curriculum areas (if any) into your lesson.
a. I will integrate language arts into this lesson by sharing the story Even Steven
and Odd Todd by Kathryn Cristaldi. We will be making predictions, which is a
higher-order thinking skill.

9. Assessment/Evaluation how will you assess your students (rubric, observation,


final project, etc?
a. I will assess my students with the use of observation and the finished poster
boards. The finished activities will give me an idea of which students need more
instruction on odd and even numbers. I will observe my students as they engage
in the activity, as well as during the carousel and review game. These observations
will also give me a clear view of which students are struggling, and with what
aspect of the lesson they are struggling with (simply counting the marbles or
differentiating between odd and even numbers).
10. Problem anticipation anticipate one problem the lesson might cause and generate
a few solutions.
a. We may not be afforded the luxury of having a computer for each student. In the
event that this occurs (and we have only 5-10 computers), I will rotate the
students so that everyone gets a turn. The students waiting for computer time will
sit with me on the carpet and practice counting and pairing marbles (basically the
same activity, but as a large group). We can also look for numbers around the
classroom and discuss which are odd and which are even.

*Adaptations to teach activity to class: Because I will not have time to read the book, I will only
briefly mention that we completed the book yesterday. I will explain the activity in the same way
as I explained above, but I will not be splitting the class up into groups of 3. I will leave
everyone in rows, and place one basket in the middle of each row. Each student will be asked to
grab a small handful of items from the basket, count the total amount, and write the amount on
the first line of the worksheet. They will then separate it into piles to determine if the number is
odd or even. They will then check their answer using the statement at the bottom of the
worksheet (Even numbers end in 0, 2, 4, 6 or 8..). They will do this 5 times, and I will ask for
a few volunteers to raise their hands and share a few answers with me.

Even or Odd?
1:________________________
2:________________________
3:________________________
4:________________________
5:________________________
Remember to check your answers!
All even numbers end in 0, 2, 4, 6, or 8,
All odd numbers end in 1, 3, 5, 7 or 9