Grade 2 Odd & Even
Grade 2 Odd & Even2.PR.2Demonstrate if a number (upto 100) is even or odd.1.2.3.Determine if a number is even or odd by usingconcrete materials or pictorial representations.Identify even and odd numbers in a sequence, suchas in a hundred chart.Sort a set of numbers into even and odd.Clarification of the outcome: This is the first outcome that concerns classification of numbers into categories. Oddnumbers can be defined in many ways. The one that works best for grade 2 is that anumber is odd if, when making partners, one person does not have a partner. A number iseven, if, when making partners, each person has a partner. Zero is even. Why? There are two ways to look at it: (1) It is a continuation of the patternin the sequence . . . 12, 10, 8, 6, 4, 2, and (2) It is a multiple of 2 because 2 x 0 0 andmultiples of 2 are even numbers. The second way is not suitable for grade 2 students.Required close-to-at-hand prior knowledge: Real counting to at least 100. Skip counting to 100. Can decode the numbers to 100 (e.g. ‘twenty-three’ are the words for ’23’)
SET SCENE stageThe problem task to present to students:Provide students with number cards for the numbers from 1 to 10. Ask them to sort the numbersinto two piles, using their own sorting rule.Comments:Do not guide. Let them sort any way they want.
DEVELOP stageActivity 1: Revisits SET SCENE and addresses achievement indicators 1 and 3. Revisit the SET SCENE activity. Discuss why people might be interested in sortingnumbers. Relate the discussion to the letters of the alphabet - vowels and consonants.Discuss the various sorting rules the students used. If any student sorted in an odd/evenway, use that as the entry into activity #2. Otherwise, show students how you might havesorted the numbers from 1 to 10 (1, 3, 5 ,7, 9 and 2, 4, 6, 8).Activity 2: Addresses achievement indicators 1 and 3. Ask students to use unifix cubes to build the numbers, 2, 4, 6, 8, by pairing cubes. Havethem put the built numbers into one pile(see example). Ask students to use unifixcubes to build the numbers, 1, 3, 5, 7, 9,by pairing cubes (one cube will beunpaired for each number). Have themput the built numbers into a second pile(see example). Ask students if they notice anything about the built numbers in each pile. Discuss theirideas. Ensure that they begin to understand that one pile (2, 4, 6, 8 ) has the numbers thatalways pair up and the other pile (1, 3, 5, 7, 9) has the numbers that do not pair up.Activity 3: Addresses achievement indicators 1, 2, and 3. Provide number cards from 1 to 20 that show each number arranged in a pair-grid (seeexample). Ask students to sort the cards into two piles in the same way as the numbersfrom 1 to 10 were sorted. Name the pile containing 1, 3, 5, . . as the pile having oddnumbers and the pile, 2, 4, 6, . . . as the pile having even numbers. Discuss why thelanguage odd/even is appropriate.Activity 4: Addresses achievement indicators 1, 3, and practice. Ask the students to build the number 7 and the number 10 by using students, where eachpair of students holds hands. Ask them whether 7 is odd or even and why. Ask themwhether 10 is odd or even and why. Repeat for the numbers 6 and 11.
Activity 5: Addresses achievement indicators 1, 2, 3, and practice. Ask students to skip count by 2s beginning with 1 (1, 3, 5, . . .). Ask them whether thenumbers they say are odd or even and why (encourage use of manipulatives/pictures, asappropriate, to help explain). Ask students to skip count by 2s beginning with 2 (2, 4, 6, . . .). Ask them whether thenumbers they say are odd or even and why (encourage use of manipulatives/pictures, asappropriate, to help explain).Activity 6: Addresses achievement indicators 1, 2, 3, and practice. Present a 0-99 hundreds chart. Point to a specific numeral in it (e.g. 37). Ask studentswhether the number is odd or even and why (encourage use of manipulatives/pictures, asappropriate, to help explain). Repeat about four times. Provide a scrambled sequence of about six numerals where each number is less than 100(e.g. 3, 46, 87, 19, 28, 40). Ask students to identify the odd and even numbers and toexplain why they are odd or even (encourage use of manipulatives/pictures, asappropriate, to help explain).Activity 7: Assessment of teaching Provide a worksheet that has four numerals on it, where each is less than 20 (e.g. 7, 14,8, 13). Ask students to indicate whether each number is odd or even and to show why byusing a diagram.If all is well with the assessment of teaching, engage students in PRACTICE (the conclusionto the lesson plan).An example of a well-designed worksheet follows.More questions of each type are needed for a well-designed worksheet.The MAINTAIN stage follows the sample worksheets.
Question 1.Circle all the odd numbers in the list.12, 34, 76, 89, 11, 23Question 2.Circle all the even numbers in the list.45, 50, 61, 78, 99, 16Question 3.What is the next even number after 46?What is the next odd number after 71?Question 4.Circle the odd numbers shown in the diagrams.
MAINTAIN stageMini-task exampleAt calendar time, present a number. Ask students whether it is odd or even and explain why.Rich-task example #1 (integrates another Number strand outcome)Have students throw two dice, add the numbers showing, write the numeral for the sum, andtell whether it is odd or even.Rich-task example #2 (integrates another Number strand outcome and Patterning)Have students investigate what happens when: (1) two odd numbers are added, (2) two evennumbers are added, (3) an odd and even number are added, and (4) an even and odd numberare added. Have them investigate by adding about four pairs for each situation, looking for apattern, and coming to a conclusion (e.g. when two odds are added the answer is alwayseven).
Grade 2 Odd & Even 2.PR.2 Demonstrate if a number (up to 100) is even or odd. 1. Determine if a number is even or odd by using concrete materials or pictorial representations. 2. Identify even and odd numbers in a sequence, such as in a hundred chart. 3. Sort a set of numbers into even
Example 1.4. The Fibonacci number fn is even if and only if n is a multiple of 3. Note that f1 f2 1 is odd and f3 2 is even. Assume that f3k is even, f3k¡2 and f3k¡1 are odd. Then f3k 1 f3k f3k¡1 is odd (even odd odd), and subsequently, f3k 2 f3k 1 f3k is also odd (odd even odd).It follows that f3(k 1) f3k 2 f3k 1 is ev
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the concepts of odd and even, it might be easier to remember what are the even and odd numbers. Help students identify even and odd numbers in Activity 4 & 5. More questions in ACTUAL Teaching Gu
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