Kelsey Ross-Student Teaching Lesson Plan

(Indirect Instruction / Discovery Learning)

Subject: Math/Literacy

Central Focus: Even/Odd numbers

Essential Standards/Common Core Objective (2):

Date submitted:

Date taught:

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
CCSS.ELA-LITERACY.W.2.8

Recall information from experiences or gather

information from provided sources to answer a question.
Daily Lesson Objective (1): Students will be able to express whether a group of numbers (1-10) is even or odd by
pairing objects. Students will express answers by using representations of even pairs, write symbolic equations to
represent the even or odd numbers (5+5=10 five and five are even pairs 5+4=9 five and four are not equal pairs), then
write sentences to explain their thinking process.
21st Century Skills (1):
Academic Language Demand (Language
Function and Vocabulary):
Critical Thinking & Problem Solving: Students will think critically
Language Function
to determine if numbers on a number line are odd or even based on
Determine: Students will determine whether
sets that they construct to represent the number.
numbers 1-10 are even or odd by pairs of two.
Vocabulary
Even, Odd, buddies classroom vocab for pairs
Prerequisite knowledge and skills needed (1):
Global Awareness (1):
Addition
Students will collectively collaborate with their
Representing problems symbolically
fellow peers to communicate how they got their
Ability to write full sentences to explain their thinking process
answers and share ideas about how to tell if
numbers are even or odd.
Activity
1. Engage (3)

2. Explore (3)

Description of Activities and Setting

Teacher will have a discussion on what even and odd
numbers are and how to determine based on buddy
system.
How do we know if a number is even or odd?
How do you know?
Teacher will let students use counters to see which
numbers have the same buddies and which do not.
Show me how you represent 5 in a sethow do you
represent 8 in a set
What can you notice about this?
Can you make any connections to even and odd numbers

Time
3 mins.

3 mins

based on sets?
3. Explain (3)

Students will complete worksheet were they will have to

use representations, symbolic equations, and explain their
thinking through complete sentences

10 mins

How do you know that 9 is odd? What equation did

you use to represent that set? How did you get that
answer? What process did you use? Why?
4. Elaborate/Extend (3)

5. Evaluate (Assessment methods) (3)

Student(s) &
Modifications/Accommodations (2):
1. Students may use counter chips to
represent pairs.
2. Students who struggle may work
with a partner.
3. Teacher may read aloud questions to
ESL students.

Students will turn and talk when asked if 11 and 12 are

even or odd. They will have to explain what buddies
each have and how they got their answer.

2 mins

What did you find as your answer? What does this

show? How did you know?
Formative: Teacher will ask questions to check for
understanding and prompt students to have discussions to
support their thinking.
Summative: Students will complete worksheet were they
will have to use representations, symbolic equations, and
explain their thinking through complete sentences.
Student/Small Group
This small group lesson plan will be conducted with four students. All of
whom are in a mainstream classroom with average grade level in math.
Differentiation:
Students in the small group who are having a more difficult time using the
counters will have assistance from the teacher using half of the counters to
represent a number on the number line and having the student complete the
other half to help guide their learning and explaining with the student(s)
along the way.
Students in the small group who are having a more difficult time setting up
the problems symbolically will have a frame for the equation with part of the
equation filled in so that students can complete on their own and understand
what it is to be expected from them.
Students in the small group who are having a more difficult time writing
about how they got their answers will have sentence frames and questions
prompted from the teacher to verbally answer the question before writing it
down, thus making it easier to explain their thinking.

Materials/Technology (1):
Worksheet
Counters
Whiteboard
Markers
Reflection on lesson: Overall, I believe that I taught this small group very effectively. The strengths of the lesson were
the students oral explanations of answers that I posed throughout the lesson. They were very thoughtful and understood
the task at hand. The weaknesses were the written explanation. Students still lacked in explaining their answers through
their writing. I think next time, we will model how I want them to answer through the use of sentence starters. Sentence
starters would be a good way for students to understand what is to be expected in their written explanations. Students
worked together very well and there were some who did not want to pair and share. For this partnership I had to ask
them both questions and get them to answer them to each other. More practice for pair and share is evident in this group
as I believe pair and share time is useful in all lessons. Perhaps, these partners were shy and since I was a new person in
the classroom they felt intimidated. Nonetheless, these students did a great job on the lesson and I benefited from this
small group lesson as well.
CT signature:_____________________ Date: __________ US signature: ______________________ Date:
____________

Name:_____________________

Date:______________________

We will use a timeline and find what numbers have even buddies and others that
do not. Use the counters to represent even buddies under the number on the
timeline. After you represent the even buddies under the numbers, write out an
equation to represent the even buddies, and then write out in a sentence how you
got your answer.

1. Does 8 have even buddies?

Represent this with
numbers:_______________________
How did you get this answer? Explain:

___________________________________________________________________________
___________________________________________________________________________
2. Does 5 have even buddies?
Represent this with
numbers:_________________________
How did you get this answer? Explain:
___________________________________________________________________________

___________________________________________________________________________