# T4T Is it Odd or Even?

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Lesson excerpt:

Understand the meaning of odd and even numbers

Theoretical Foundation:  As students in second grade begin to look at the properties and attributes of numbers, they begin to have an understanding of odd and even.  It is not enough for students to just be able to identify an odd or an even number, students should build a conceptual understanding of why a number is classified as odd or even.

Estimated Time: 40 minutes

Materials:   2 dice per student (or pair of students), 1-6 or 0-9 counters, recording and sorting pages, Even Steven and Odd Todd, by Kathryn Cristaldi

Description:

1. Introduce the vocabulary “odd” and “even”.

2. Read and discuss the book Even Steven and Odd Todd.  As you read the book, draw or model the numbers of items that are modeled in the story.  As you do this, be sure to put them into 2 equal groups and a left over (if odd).

3. After reading the story, have students identify different times in the story in which an item was odd or was even. Be sure to have students explain their reasoning.

4. Give each student (or pair of students) two dice and at least 12 (18 counters if using the 0-9 dice) counters.

5. Have students roll the dice and count out the number of counters that are shown on the dice.

6. Once students have the correct number of counters counted out, they are to record the number of counters on their recording sheet.

7. Next, have the students separate the counters into two equal groups (on the recording sheet) until all counters are in the circles or until there is only one left over.

8. Have the students decide whether or not the number on the dice is odd or even and record their findings on their recording sheet.

9. Continue this for 12 turns.

10. Create a class chart, with numbers 1-12, have students to help fill in the odd/even column.

Differentiation Suggestions:

1. Use 6 dice so the numbers can go up to 36.  This will allow students to begin to see the patterns in the digits that make up odd/even numbers.

2. Allow students to work with a partner.  Partners can take turns rolling dice, counting out counters and recording.

3. Break this lesson into two smaller lessons.

Probing Questions:

1.      Do you notice any patterns with the numbers that are odd or even?

2.      What happens every time you add one to the number?

3.      What happens when you take one (or two) away from the number that you rolled?  Is it still even/odd?  Does that happen every time?

Assessment:

1.      Does the student see any patterns to the way odd and even numbers are classified?

2.      Do the students understand why numbers are classified as odd or even?