Grade 1&2 Math
Name: Miss Arnal Date: October 13^{th}, 2017
Subject: Math Grade: 1&2
Content: (Topic)
Odd and Even Numbers

Teaching Instructional Strategies:
“One Two, Three, Eyes on Me” “If you can hear me clap once… if you can hear me clap twice.” 

Outcomes:
N2.1
Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:◦representing (including place value) ◦describing ◦skip counting ◦differentiating between odd and even numbers ◦estimating with referents ◦comparing two numbers ◦ordering three or more numbers.
Outcome: N1.2 Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures. [C, CN, ME, V] 
Indicators:
d.Represent quantities to 100 using proportional materials (e.g., tallies, ten frames, and base ten blocks) and explain how the representation relates to the numeral used to represent the quantity.
c.Identify the number represented by an arrangement of objects or dots on a ten frame. 

CrossCurricular Competencies:
Develop Thinking: Students will be thinking critically and organizing characteristics of numbers that are odd and even. They will be using prior knowledge to help with this understanding. 

Prerequisite Learning:
– Ability to count to 20 (grade 1’s) and 100 (grade 2’s) – Be able to show and represent numbers


Adaptive Dimension:
Students who need additional manipulatives can use a 100 chart to look at numbers. I can also provide snap cubes or additional counters. Using seat work, technology, and manipulatives will be accommodating for many different learning styles.


Materials Needed/Preparation
· Ten frames · Bingo counters · Copies of ‘Odd or Even’ tchart · Chomebooks · “Splitting the Herd” by Trudy Harris · Smartboard with tens frame · 100 charts · Math workbooks · Extra manipulatives on hand (snap cubes, counters, etc.) 

Presentation: 40 minutes total
*** This lesson will likely not get to any workbook work. In this case, lesson will be extended to Friday’s class to do workbook pages and then finish with Mathletics. Set: Read ‘Splitting the Herd’ by Trudy Harris. Have a quick discussion about how there were ‘left over cows’ and that they were in odd and even numbers. Introduce that we will be working with even and odd numbers today.
Development: Have the helpers of the day hand out tens frames and a handful of counters to each student.
Say, “Let’s see how we can determine which are odd and even numbers?” Quickly explain the difference. Example: Even numbers have a partner, odd do not. Bring up four students to show an even number, bring one more up to show an odd. Have students prepare their desks to start working with the tens frames.
At the smartboard, explain that we need to show the number 2 in our tens frame. Show it on the board. Then have them show 4. Point out that each of these have a partner, there is no odd one out! Continue this on with numbers: 3, 5, 7, 8, 10 For each of the numbers above, have the students model this on their own tens frames and walk around looking at their work and facilitating when needed. When each number is done by the students, have one come up and model the number on the board.
Practice: Grade 1’s can sign on to Mathletics on the chromebooks, and work on the first number sense option. Hand out the tchart to the grade 2’s and tell them that they need to organize numbers into odd and even numbers. They may use the number line in the room to help, or use a 100 chart.
Closure: At about 9:45 ask the grade 1’s to start signing off and putting away their chromebooks. After gathering the grade 2’s tcharts, ask all the students, “Is 3 an even or odd number? How do you know?” And, “What’s an odd number? What’s an even number?” 
Extension:
If Grade 2 students finish work early, they may do workbook page 36. Then previous work they have not finished. In the event where the grade 1’s students cannot use chromebooks they can work on workbook page 24 and then other pages they have not previously finished.
