Name and course number: Caroline Reel EDU 300A

Licensure area and date: Early Childhood Education and Intervention Specialist
(Dual) 3/20/15
1. Objective: The student will be able to individually count or group in pairs of
two up to twenty objects and successfully determine if the group contains an
even or odd number of members! The students will also write their own
equations to a desired amount of objects and determine if it is an even or odd
group. Stage 1: Identify Desired Results
2. Content Standard (s) Common Core if applicable: Second Grade,
Mathematics, 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
3.

as a sum of two equal addends.

Motivation: Students need to know how to count to twenty and must be

able to work in a group.

4. Instructional materials: Before teaching this lesson I will have cut out over
100 individual plane images in the colors blue and red. There will also be a
prepared take home worksheet with numbers (up to 20) so the students can
determine on their own if the numbers are even or odd and write equations.
Stage 3: Design Learning Experiences and Instruction
5. Procedures:
Introduce the difference between even and odd numbers.
Break students up into groups of four based on previous performance in
picking up a new math concept. Two higher achieving students will be

paired with two who often struggle with new material.

Give the students even and odd amounts of planes.
Have the students take turns sorting the planes to find if the sum is even

or odd.
Break students up into groups of two (apply scaffolding).
Reassign numbers of planes to solve.
Pull the class together and have groups of two race to find the correct
answer.

Active involvement involves moving planes to piles which shows the

student worked to find the answer.

Introduce worksheet and explain tools needed to write equations.
6. Send worksheet home and assign it for homework. Students will check their
answers next class with the anwer key provided on the board. This will give
students an opportunity to ask questions to the teacher and review problems
7.

once more in class.

Classroom Discussion: Besides teaching the difference between even and
odd most classroom discussion will be peer to peer in groups. Until the end of
the class when all the teams are racing to find the answer I will be walking
around the room and working with individual groups. Stage 2: Determine

Acceptable Evidence of Learning

8. Academic vocabulary: The terms even, odd, and equation will be taught in
depth before group work takes place.
9. Assessment and Evaluation: The lesson will conclude with racing to find
the answer. This learning technique can be applied to the next class during
transition time! Evaluation will be in class observation and the homework
worksheet which focuses on equations.
Value Added:
1. http://www.mathcats.com/grownupcats/ideabankoddandeven.html - I
learned about different ways to incorporate even and odd numbers into
activities!
2. https://www.youtube.com/watch?v=E7gpzlQ-9hM this video is an
exciting way to introduce the concept of even and odd numbers.
3. Universal Design for Learning Most of the aid for students will come from
deliberate scaffolding. Extra time will be allowed after school to go over
the material and further review the assigned worksheet. Also, the plane
images are a great aid to learning evens and odds. Those can be given out
to students so this math concept can be worked on at home.
Incoporation of technology If technology is available students will be
directed to practice the skill of even or odd through fun computer games
(http://www.mathnook.com/math/skill/evenoddnumbergames.php) with the
goal of disguising work as play. Also, the video about odd Todd and even
Steven can be played to get the children excited about numbers. There is no
limit to the ways technology can be incorporated into this lesson plan.

Lesson Plan Integrating Technology