University of Idaho Lesson Plan

Name: Whitney Patient

Date: February 17, 2015
Grade: Second Grade Mathematics
Topic: Even and Odd Numbers with Arrays
The Big Idea:
For this lesson, students will recall information that they have recently learned about arrays and
apply it in a way that can show if a number is even or odd. Students have shown mastery in our
previous lesson on how to build arrays and investigate what they mean therefore using arrays will
give students a better understanding of evens and odds. Building arrays that are 2 rows of ____ or
2 columns of ____ will show students that they are two equal groups which gives students visuals
of what combining even and odd numbers and arrays looks like. Students will be able to answer, Is
this number even or odd? How do I know?
Common Core State Standards and how they relate:

CCSS.MATH.CONTENT.2.OA.C.3:Determinewhetheragroupofobjects(upto20)hasanoddor

evennumberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpress
anevennumberasasumoftwoequaladdends.
o HOW:Learninghow2equalgroupsshowifanumberisevenandifthereisoneleftover
makesanumberoddisanessentialpartofevenandoddnumbers.
CCSS.MATH.CONTENT.2.OA.B.2:Fluentlyaddandsubtractwithin20usingmentalstrategies.By
endofGrade2,knowfrommemoryallsumsoftwoonedigitnumbers.
o HOW:Beingabletopracticeaddingtwoonedigitnumberswillbuildstudentsmemoryofthe
allthesumsfromaddingtheonedigitnumbers.
CCSS.MATH.CONTENT.2.OA.C.4:Useadditiontofindthetotalnumberofobjectsarrangedin
rectangulararrayswithupto5rowsandupto5columns;writeanequationtoexpressthetotalasasum
ofequaladdends.
o HOW:Studentswillusepreviousknowledgeaboutarraystocreatetworowsorcolumnsofa
certainnumber.Whenusedwithanoddnumber,therewillbeoneobjectleftoverinthearray
makingtherowsorcolumnsuneven.

Objectives: (what the students will be able to do as a result of the lesson)

TSWBAT:
Student will be able to pair objects into groups of 2s in centers using manipulatives
TSWBAT:
On the worksheet provided, students will be able to skip-count by 2s to relate
answers to even numbers.
Materials and/or Technology needed:
Promethean board with ActivInspire software.
Each students individual Promethean clicker.
Worksheet
iPads
Netbooks
Counting blocks
Activities/Procedures: (include anticipated time for each)
Introduction/Activator:
First I will open up the ActivInspire flipchart I created and review concepts we worked on
yesterday to review doubling before we move on to introducing another way to figure out if a
number was even or odd. Pulling popsicle sticks will ensure cold call and the opportunity for
all students to come up to the board and give answers.
Then, I will have a few pages on the flipchart that have an assortment of objects and student

are to sort them into 2 equal rows or columns and then add up to get the total. I will then pose
the question to the class if they think the number is odd or even, they can then answer the
question on their clickers.
We will then go on to do problems similar to the ones on the worksheet that will be used in
one of the centers so students will have examples to follow. By using their Promethean
clickers to answer questions, I can assure that everyone is participating and I can check for
understanding of the objective. In my classroom we use the rotational model so we would use
our math time with a short lesson and then follow with three math centers.
Students are already grouped into 3 different centers for math, which are yellow, teal, and
pink. For the first center rotation, I assign a center with a group and then the students rotate
clockwise.
(15 mins. total)
Class activities: (what you/students will do): Class activities: (why you will do them)
1. Grouping Worksheet: At center
number one, I will have a worksheet
where students work with the
concept of counting by twos and
using groups of two to figure out if a
number is odd or even. If students
are done early, they can get an iPad
and work on Meteor Math to
practice fact fluency.
(15 min. rotation)
2. Kahn Academy: At center number
two, we will have the students work
on Kahn Academy on the netbooks
where they can practice second
grade concepts at their own pace.
There should be no finishing early
as every student has skills to be
working on. If they master a skill,
they will be given a heart to glue up
on the board.
(15 min. rotation)
3. Sticker Math: At center three, we
will have the students working on an
Even and Odd standard aligned
question on a sticker. The sticker
reads, Take a scoop of counters.
Group the counters in pairs. How
many counters do you have? Is this
an even or odd number? How do
you know? Repeat with other
scoops. The teacher will monitor
this activity and place the sticker in

1. For the first center we have a worksheet that

goes along the guidelines of what we have
been working on for the day so that students
get the opportunity to independently practice
more of the concept we are working on. It also
is an opportunity to informally assess whether
or not the students understand the concept.
2. Students will work on Khan Academy to
incorporate differentiated skills where they get
more practice with second grade math mastery
skills. Khan academy is fun for the students
and has the achievement incentive of
mastering skills. Since we are required to use
technology in every chance we get in the
classroom, this center will be done on the
computers.
3. Having the students do the sticker math assures
that they are experiencing hands on learning
using manipulatives. Not only are they able to
see equal groups of two for even numbers and
they are also able to see that there is one left
over in the case of odd numbers. This sticker
question also asks students to explain how they
know whether their number is odd or even.
4. CCSS.MATH.PRACTICE.MP4Modelwith
mathematics.Creatingvisualrepresentations
showsadeeperknowledgeofhowtotakewhat
theyseeonpaperandcreateahandsonmodelto
helpthemgraspthemathematicalconceptstheyare
learning.

their math journal. Then answer any

questions and assure students fully
answer the questions that are asked
on the sticker before they grab
another handful.
(15 min. rotation)
Closure/Reminders:
Throughout the lesson, I will be looking for misconceptions or misunderstandings that can be
addressed for the whole class to consider and reflect on. At the end of the lesson, I will remind the
students when we have 2 columns or 2 rows with an equal number of objects in them, then we know
that the number is even and if there is one left over, it is no longer an array and therefore the number
is odd. I will pose the question, If Sally has 12 oranges and 2 friends, can she give her friends an
equal amount of oranges each? which will show the students how we can apply these new concepts
in everyday life.
Assessment: (how you will know students met the objectives - include rubrics)
Informal Assessment will be based on the students ability to match numbers ending in 0,2,4,6,8 as
even numbers and numbers ending in 1,3,5,7,9 as odd numbers. Low, middle and high level math
groups will be informally assessed by the teacher keeping notes about things they are seeing in the
classroom and writing down students who are getting wrong and right answers through their
responses on their Promethean clickers.
Formal Assessment will be by using the rubric below to score the students on their worksheets that
they handed in. This rubric allows us to grade on other aspects than just correct answers such as
whether or not the students were working to complete their worksheet, that they are able to show
how they got their answers, and why they think their answers are correct.

Completion

All problems
All but one of the
are completed. problems are
completed.

All but two of the

problems are
completed.

Several of the
problems are not
completed.

Mathematical
Concepts

Explanation
shows
complete
understanding
of the
mathematical
concepts used
to solve the
problem(s).

Explanation shows
substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).

Explanation shows
some
understanding of
the mathematical
concepts needed
to solve the
problem(s).

Explanation
shows very
limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR
is not written.

Mathematical
Reasoning

Uses complex
and refined
mathematical
reasoning.

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

Accommodations/Differentiation:

If a student is having trouble with the concept of evens and odds, I will use the counting
cubes and show them how if we have 8 counting blocks then we have 2 equal groups of 4
so therefore 8 is even. Then I will take one away and show the student that now there
are 7 blocks and there are 2 equal groups of 3 but there is one left over so therefore 7 is
odd.
If our ERR student is in the classroom for math time, I will set him up on a computer so
that he is able to work on simple addition and writing numbers. Although he is not
expected to be in our classroom for math, sometimes he comes down to be part of the
class due to unforeseen circumstances therefore I work to make sure there are
assignments he can work on.

Reflection: (after lesson is taught)