UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Rikki Krasn PSMT Name: Christy Lammers

Lesson Plan Lesson 2-1 Even and Lesson Plan Topic: Math
Title: Odd Numbers
Date: 9/6/2022 Estimated Time: 50 minutes
Grade Level: 2nd School Site: Schorr ES

1. State Standard(s):

2.OA.C.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.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.

2. Teaching Model(s): Direct Instruction

3. Objective(s): I can tell if a group of objects is even or odd.

4. Materials and Technology Resources

- Envision Lesson 2-1 (Pg. 61)
- Even & Odd PowerPoint
- Brain Pop JR Video – Even and Odd Numbers
- Counting Cubes
- Exit Ticket – Even and Odd
- Chromebooks

5. Instructional Procedures:
a. Motivation/Engagement: (5 minutes) The objectives of this lesson will be communicated
going through CHAMPS with the class before the start of the lesson. I will explain that by
the end of the lesson, the group of students will be able to tell if a group of objects will be
even or odd. I will motivate and engage students by telling them how much I love candy
and when I share candy, I want to make sure it is even, because I don’t want to get less than
the other person I am sharing with. I will then ask them to think of a time they had to share
candy. For example, to think of a time when they had to share candy with someone, maybe
it was on Halloween, or with a friend or sibling. I will call on two or three students to
share. I will then explain how we normally want to split it evenly, because that is fair.
Sometimes, there is an extra piece, though. That is what would be an odd number of
candies would be. I then will ask students if they have heard of the terms odd and even? I
will call on two of three students to share what they know.
b. Developmental Activities or Learning Experiences: (35 minutes) To review prior
knowledge, I will have students practice four subtraction problems. I will show students a
subtraction problem and have them give me a quiet thumbs up when they are ready.
Students should use mental math to do the problem in their head. I will call on a student to
share their answer by a raise of hand, then students will show using American Sign
Language if they agree or disagree. I will have the student share what strategy they used to
solve that problem. Then I will have students get out their Envision books and open to page
61. We will start the lesson by watching a BrainPop Junior on odd and even numbers. We
will review as a class some of the characteristics of odd and even numbers, such as odd
numbers not able to be evenly split into two groups. Next, on the Elmo, we will complete
the guided practice as a class. I will demonstrate with counting cubes on how to determine
whether the number asked is even or odd; we will complete four examples together. Next,
students will be paired up with their shoulder partner to complete the guided practice. I will
explain that students will work with their shoulder partner and the counting cubes to
determine if the number is even or odd. Students will have about 15 minutes to complete
the problems. I will walk around the room, ask questions, and observe teams working. We
will then review the answers as a class. I will call on students to volunteer their groups
answer. Students will then be assigned the independent practice to complete on their own
which consists of 4 problems (#8-12). When students are finished, they will raise their hand
so I can check their work, then they will get out their Chromebooks and get on ST Math.
c. Closure: (10 minutes) I will get students attention using the “class, class, class” callback.
I will have students put away their Chromebook and clear off their desks, except for a
pencil. I will remind students that the lesson objective was “I can tell if a group of objects
is odd or even.” I will review with students what odd and even mean by calling on students
to share what they learned about odd and even numbers, and how they can tell if a number
is odd or even. I will ask for volunteers to raise their hand and share. Students will then
complete an exit ticket that I will hand out to check for their understanding. This is the
Lemov “exit ticket” technique. I will explain that next lesson, we will continue to work
with odd and even numbers. Students will turn in their exit tickets to the purple bin when
they are finished and may continue working on ST Math while waiting for their peers.
d. Extension: If time remains in the lesson, students will be assigned the higher thinking
practice problems in the Envision math book. If time is cut short, I will do a few more
examples as a class and have students skip the partner work and proceed straight to the
independent work.
6. Accommodations, Modifications and Differentiations for Diverse Learners: Students will be
using manipulatives, so my visual learners will be able to use those. Captions will be on for the
duration of the video for students who need to see them visually. I will pull a small group to the
front table for my students that need additional help.

7. Assessment and Evaluation of Learning:

a. Formative: Exit Ticket – Even and Odd Numbers
b. Summative:

8. Homework Assignment: None. Objective met during class time.

9. Reflection:
a. Strengths: My strengths for my lesson are it was well thought out and flowed well. My
students were engaged right from the start and were eager to share and participate
throughout the entire lesson. I think my objective was very clear and that students were
able to understand the objective by the end of the lesson. I thought my formative
assessment was a great way to check in on student understanding. My exit ticket also had
a spot where students can fill in the emoji face that represents how well they feel they
understand the concept they learned, which I think is also a good way to check in with
students and how they are feeling about the lesson.
b. Concerns: Concerns I had with my lesson that students would not have enough time to
work in their groups and remain on task. I did have to keep reminding them and ask them
questions about the problems while I was walking around to make sure they were
working. It ended up working out just fine, but I felt I spent too much time on the warmup,
instead of just using it as a quick refresh before the lesson. I would had rather of had more
time for students to work on the group and independent work.
c. Insights: Insights I had for this lesson are to be more specific with my directions. At
first, the students weren’t too sure what to do with the cubes and how to count with them,
so I could had demonstrated that a little better. I also realized the way I demonstrated the
cubes was a little different than the textbook, so I think next time I should stick to just one
way so the students don’t get confused. I thought I did much better with classroom
management this lesson, than I have in the past, but I could had paid a little more attention
to what students were doing while I was teaching because some were fidgeting in their
desks. I know this will get better with time, though. I think it was more of a struggle this
lesson than previous, because last practicum the students were already halfway into the
school year, as opposed to teaching still relatively close to the beginning of the school year
this practicum. I think that made a huge difference this time around.