1. Odd and Even Numbers Unit of Study 1: Place Value Concepts Global Concept Guide: 1 of 3

2. Content Development  Approximately two days should be spent on students investigating even and odd numbers.  Students should have multiple opportunities to build numbers to 20 with manipulatives to help prove if a number is even or odd.  Teachers should avoid telling students that even numbers end in 0, 2, 4, 6, or 8 and that odd numbers end in 1, 3, 5, 7 or 9. This understanding will be discovered through exploration.  Ten frames play a vital role in helping students visualize the concept of odd and even numbers.

3. Go Math TE p. 13A For the number 24 the 20 would automatically fill up 2 ten frames so we just have to deal with the 4.

4. Day 1  Essential Question: How can you prove that a number is even or odd?  Have counters and ten frames (SE p. 13) available. When placing counters on ten frames, students should focus on pairing them up instead of filling in a row of five first. Example:  Engage with questions like:  Mr. Miles’s class is at P.E.. Coach needs to put the students in pairs. If there are 13 students in the class, will the teams be fair? Explain your thinking. (Encourage students to discuss why the teams are not fair and what would make them fair.)  Coach is trying to keep track of the number of students that can be paired with no leftover students. She has 3 numbers already on her list. What could the numbers be? Discuss numbers students tried but were unable to pair because of left overs. Consider creating an anchor chart to record the numbers that could be paired and the numbers that could not be paired.  Use problems like those above or additional questions can be found on p.13 in TE.  Use p. 14 to help develop the vocabulary of even and odd. These words can be added to the anchor chart. Allow students to discuss patterns they notice on the anchor chart.  P. 15-16 provides for additional practice and problem solving with even and odd numbers.  By the end of Day 1 students will understand that even numbers can be arranged into pairs while odd numbers will always have one left over.

5. Day 2  Essential Question: Is the sum of two equal groups always an even number? Explain.  The focus of Day 2 is on making equations (number sentences) with equal addends to create even sums. Equal groups can be seen as doubles facts.  Engage:  Present EQ to students. Give them 1 minute to think about the question. Give them 1-2 minutes to respond to the question in their journal. Give them 1 minute to share their thinking with a partner.  Use the handout Equal GroupsEqual Groups  Students will draw a picture in the 1 st column of two equal groups such as 5 and 5. In the 2 nd column they will write an equation such as 5 +5=10. In the 3rd column they will determine whether the sum is even or odd. They can use manipulatives/ten frames, pictures, or counting by 2s to prove their answer.  Have students reevaluate their initial thinking based on the problems they completed and then discuss. Then have students respond to the EQ on the bottom of the Equal Groups worksheet.  Connect the “doubles plus one” strategy to odd numbers by having students complete SE p. 19 # 9-13.  Conclude with problem solving on p. 20.  Possible journal responses by the end of Day 2. Students should be able to prove and/or verbalize:  All doubles facts have a sum that is an even number.  When I add an odd number and an even number my sum will be odd.  When I add two even numbers my sum will be an even number.  When I add two odd numbers, I always get an even number.

6. Enrich/Reteach/Intervention Reteach  The activities listed for RTI (TE p. 13B & 17B) include good problem solving scenarios which could be used in a small group setting to reteach students.  Animated Math Models Skill 1 from Think Central would be appropriate to assign students who are struggling with the concept of even and odd numbers. Animated Math Models Skill 1  Blackline master practice page with 10 frames Blackline master practice page with 10 frames  Odd and Even Dodgeball Activity Odd and Even Dodgeball Activity  Odd and Even Practice Odd and Even Practice Enrich  See Go Deeper TE p. 15- Students extend their thinking about even and odd numbers as it relates to counting by 2s. Possibly connect to shading numbers on a hundred’s chart.hundred’s chart  See Go Deeper TE p. 19- Students will extend their thinking to numbers greater than 20. Also see Content Development slide 3 or Teaching for Depth TE p. 13A.  The enrich lesson ideas on TE p. 13B & 17B would be a great way to extend students’ thinking and understanding of odd and even numbers.

7. Literature for your Classroom Library