"Evens and Odds"
In this lesson, students review the concept of odd and even numbers and identify instances of odd and even numbers in their everyday lives (like February, the only month where the number of days is sometimes even and sometimes odd.)
Objectives:
Students will:
-Learn about the concept of odd and even numbers;
-Identify whether each of the months of the year has an even or odd number of days;
-Identify instances of even and odd numbers in everyday life.
Standards:
CCSS.MATH.CONTENT.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.
Materials:
-Even and Odd video
-Even and Odd Game Show video
-"Who's Even? Who's Odd?" game worksheet
Products Created:
-"Who's Even? Who's Odd?" game worksheet
Time:
1 class period
Sequence:
1. Watch the Flocabulary Even and Odd video and/or the Even and Odd Game Show video.
2. After watching the videos, tell students that February is the coolest month because it’s the shortest month, and it doesn’t always have the same number of days. Ask: how many days does February usually have? Students will likely answer 28. Ask them if 28 is odd or even. Explain that every four years, we have what’s called a leap year, and when that happens, February has 29 days. Ask them if 29 is even or odd, and explain that February is the only month that sometimes has an even number of days and sometimes an odd one. Use your classroom calendar to look at a few of the other months of the year, and ask students whether these months have an even or odd number of days.
3. Prompt students with a few more questions about odd and even numbers in their everyday lives. For example, “How many students are in our class? Is that odd or even? What if one student were absent? Then, would we have an odd or even number? Is the number of days in the week an odd or even number?”
4. Tell students that now that they know all about odd and even numbers, they’re going to see how odd and even the class is. Pass out the “Who’s Even? Who’s Odd?” game worksheet and make sure each student has something to write with. Explain to the students that the goal is to find people in the class who have the odd and even numbers that the worksheet asks for. Challenges include: “Find a person with an even number of siblings,” “Find a person whose house or apartment number is odd,” and “Find a person who is an even number of years old.” The first person to fill in a whole vertical, horizontal or diagonal line of boxes on the worksheet wins.
Wrap Up/Extensions:
-Give the class some “challenge numbers” that have three or four digits, and ask them if they’re even or odd.
-Tell students to ask an adult some of the questions you talked about in class (what month they were born, how many pets do they have) and decide whether their answers are even or odd.
Guided Reflection
-"I used to think ______, and now I think ______."
-"One thing I learned is ________________, and one question I still have is _________."