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Francis Marion University Lesson Plan Template

Note to Candidate: Each section is required and should be explained in


detail.
(See the Template with Notes for specifics about
each section.)
DAY:

October 7, 2015

SUBJECT: Math

TOPIC: Even and Odd

TIME: 9:00am
9:30am
UNIT TITLE: Math Fact.

to

STANDARD(S)/OBJECTIVE(S)/ASSESSMENT(S):
STANDARD(S): 2.ATO.3 - determine whether a number through 20 is odd or even
using pairing of objects, counting by twos, or finding two equal addends to
represent the number (e.g. 3+3=6)
OBJECTIVE(S): The students will determine whether a number through 20
is odd or even by counting by twos and answering 16 questions on the
smartboard with clickers and getting 7 of 8 accurate for complete mastery
of the subject.
ASSESSMENT DETAILS: The students will determine if a number is even or
odd by counting by twos and taking a simple 16 question clicker
assesment.
CRITERIA FOR MASTERY OF ASSESSMENT(S): The students must get 7correct
out of the 8 total questions to master the subject.
KEY VOCABULARY/CONCEPTS: Even numbers- numbers that can be
counted by twos and the digit in the ones place must be a 0,2,4,6 or 8.
They can also be divided into equal groups. They are also found by adding
two odd numbers (3+3=6, 5+5=10). Also can be found by adding two even
numbers (2+2=4, 4+4=8).
Odd numbers - numbers that do not divide up into equal groups. They can
be found by adding by twos and must end in 1,3,5,7 or 9. They can also be
found by adding an even and an odd number (2+3=5, 3+4=7).
How to count by twos -- Skip every other number. (2,4,6,8,10) or
(1,3,5,7,9).

MATERIALS:
TEACHER MATERIALS NEEDED: computer, smartboard, clickers.
STUDENT MATERIALS NEEDED: none

STEP BY STEP PROCEDURES:


INTRODUCTION:
Overview:
Today we are going to learn more about how to determine which numbers
are even and which numbers are odd. You started learning about this on
Monday, and today we are going to review and go over some more
examples. After that we are going to take a short clicker quiz on even and

odd numbers.
Activation of Prior Knowledge:
I will ask the students a few review questions about even and odd
numbers that we learned earlier in the week. (have three students stand
up and ask the class if there are an even or odd amount of students
standing -- Odd) ( Have 6 students stand up and ask the class if there are
an even or odd amount of students standing up -- Even).
(Keep going doing this a few more times if they are not understading the
differnce.)

Expectations:
I expect all students to pay close attention as I am teaching and make
sure they ask questions if they are not understanding the subject. They
should also work together to help the students who may be having trouble
understanding which numbers are even and odd.
Purpose:
Learning about even and odd is important for all adults because they
have to know how to group things in even numbers without leaving
someone or something out.
Relevance:
It is important for you to learn about even and odd becauses one day you
will have to group things together and know if the groups are even (same
number in each group). For example, you may have to pass out candy at
Halloween and you want to make sure each student has the even (same)
amount of candy.
Attention Getter:
The students will watch a short video about even and odd numbers before
we begin the lesson.
(Odd Todd and Even Steven)
Link -- https://www.youtube.com/watch?v=E7gpzlQ-9hM
LESSON DEVELOPMENT:
Modeling :
I will write a few numbers and discuss whether the number is even or odd
with the students. I will review with the students how to determine if a
number is even or odd (look at the ones place to determine). Once I have
gone over a few examples with the class, I will move onto the guided
practice.

Guided practice:
I will write some numbers on the board and ask the students if they think
the numbers are even or odd. They will respond by using their thumbs as
the answer to the question (Thumbs up if the number is even, Thumbs
down if the number is odd). I will call on a student to tell me why the
number is even or odd. I will do this a few times before moving on to the
independent practice.
Independent Practice:
The students will answer 8 questions that will be displayed on the smart
board about whether the number is even or odd. They will be using
clickers to record their answers so I will know which students have
mastered the subject of even and odd. I will also know which students
need more help and practice on identifying which numbers are even and
odd.
The independent practice is also the assessment because we have been
covering the subject for a few days, and this is the final day of covering
the subject.
ASSESSMENT/CLOSURE:
Assessment:
The students will determine whether a number is even or odd by counting
by twos and answering 16 questions where they will determine if the
numbers are even or odd. The students must get 15 out of 16 correct in
order to master the subject.
Closure:
I will ask the students what they learned to day. They will tell me they
learned about even and odd. I will also go over a few more examples of
which numbers are even and odd. Once I feel that they have mastered the
subject, I will ask them why they think learning between even and odd is
important They will answer that they think it is important because they
will have to group things one day and have to make sure the groups are
even.

SPECIAL ACCOMODATIONS:
RATES OF LEARNING:
Tasks for early finishers: There will be no early finishers because
this is a class activity and we will all be working at the same pace.
Provisions for those who struggle or need more time: Studnets that
need more time, will be allowed more time to answer each question.
ABILITY LEVELS:
Tasks for advanced learners: All learning ability levels will be
answering the same questions.

Tasks for struggling learners: All learning ability levels will be


answering the same questions.

LEARNING STYLES:
VISUAL: I will have the video, writing on the board and the questions
will be on the smartboard so visual learners will be able to see the
questions and video.
AUDITORY: I will be reading the questions out loud so the auditory
learners will be able to hear the questions also the video will be
explaining even and odd numbers so the auditory learners can listen
to the video.
KINESTHETIC/TACTILE: The Kinesthetic learners will be able to write
the numbers down on a piece of paper where they can underline the
number in the ones place so they can determine if the number is
even or odd.
SPECIAL NEEDS:
IEP: The students with a reading disability will have all the
questions read aloud to them.
504: There are no 504s that need to be addressed in the classroom.

LESSON ATTACHMENTS:
Attach documents used during lesson. (Materials, Presentation Files, Assessments
(with keys), Rubrics, etc...

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