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Lander University Teacher Education Lesson Plan Template

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Teacher Candidate: Gabrielle Gregorie Subject/Grade: Math/Grade 1

Lesson #: 4 Date and Time of Lesson: November 12, 2013 9:00am

Learning Objective: Students will be able to classify a number as even or odd. This is an introductory lesson, and further understanding will be gained on second part of lesson (review activity). Alignment with Standards: SC Academic Standards for Mathematics: Algebra Standard 1-3: Through the process standards students will demonstrate a sense of numeric patterns, the relationship between addition and subtraction, and change over time. 1-.3.5 Classify a number as odd or even. Developmental Appropriateness or Cross-curricular connections: Standard1-1: Students will demonstrate a sense of the academic standards and accompanying indicators through problem solving, reasoning and proof, communication, connections, and representations. - Students have not worked with even and odd numbers prior to first grade. - Classify a number as odd or evenFor this indicator, It is essential for students to understand that pattern of numbers are even, odd, even, odd They need to recognize even and odd numbers through 100 using patterning. Students need to understand why a number is odd or even not just memorize that numbers ending in 0,2,4,6,8 are even and 1,3,5,7,9 are odd. Assessment(s) of the Objectives:
Lesson Objective Assessment(s) of the Objective Pre- Students have had no previous instruction on odd and even numbers. At the beginning of the lesson, students will be asked on their understanding of odd and even numbers. Anecdotal notes and comments recorded for evidence of student engagement before the lesson. During Formative assessment is embedded within the lesson through questioning and observation. Anecdotal notes and comments recorded for evidence of student leaning and engagement during the lesson. Post Lesson will be reviewed the following lesson (2 days later 11/14) with a beneficial Use of Formative Assessment Formative assessment is embedded within the lesson through questioning and observation. On 11/14, two days post the introduction to odd and even numbers, a follow up lesson will be provided to review the content. Assessment from introduction will be used in planning the future lessons and activities on classifying odd and even numbers.

- Students will be able to classify a number as even or odd. This is an introductory lesson, and further understanding will be gained on second part of lesson (review activity).

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Lander University Teacher Education Lesson Plan Template review game. Students will determine odd and even numbers and classify them into appropriate categories. Anecdotal notes and comments recorded to provided evidence of students learning after the lesson on odd and even numbers. Student learning on the content will be assessed through questioning and observations on odd and even numbers.

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Accommodations:
Lesson will be adapted for varying accommodations throughout the lesson. The lesson is a whole group activity and will allow earlier finishers and slower paced learners and advantage from working together as a class. Many different learning styles are accommodated throughout lesson. Students are provided with hands on learning to help them understand the content. All students with special needs and IEPS will have all accommodations and needs appropriate to benefit and succeed in lesson on odd and even numbers.

Materials:
Even Steven and Odd Todd characters Hand Sanitizer Candy Corn Plates Napkin Black Marker

Procedures:
1. Gather students in a circle on the rug for lesson. Ask students their understanding of the words even and odd. What does it mean to be even? What does it mean to be odd? Would you rather be even or odd? Is every number either even or odd? 2. Introduce students to Even Steven and Odd Todd. Explain that Even Steven loves for things to be fair and equal. When he shares with his friends, he must make sure all of his friends have the same amount. He always likes his right hand to hold the same as his left hand. We all want things to be fair and equal like Even Steven. Odd Todd is not like Even Steven. He loves to be different and could care less if his hands hold the same amount. When he shares, he doesnt care if all of his friends get the same amount. He doesnt like to be fair. 3. Choose a few students to pick a number less than twenty. Have the student count out that amount turkey toes candy corn onto a plate, and decide who the plates belongs to Even Steven or Odd Todd. When they count out the turkey toes, separate the candy corn into the hands of Even Steven and Odd Todd. Allow students to determine if the number is even or odd. If it is Even Stevens plate, than he had the same amount of turkey toes in each hand (ex. 16 turkey toes = 8 in each hand). Allow students to do this several times to bring concept to life. 4. Now have students work with their own turkey toes. Pair them up with the person sitting next to them. Explain the rules of the activity: Do not eat the candy corn until you are told to do so. You only get to eat your math if both you and your partner have any even number of turkey toes. Give each set of partners a plate, two napkins,

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Lander University Teacher Education Lesson Plan Template

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and a handful of candy corn. Have everyone count their number of turkey toes, and write their number on their plate with a black marker. 5. Have students unfold their napkin. Now they will separate the turkey toes evenly onto their napkins to see how many each partner will get. If there is none left over, their plate was even. If there was one left over, there plate was odd. Watch each group count out their even amount and explain why it is even. When all students are complete, have the partners match their plate with Even Steven or Odd Todd. If they get confused, read the bottom of the characters shirts for a hint.

References: Math standards South Carolina S3 Support Document First Grade Parade Blog