Meycauayan College

Calvario, City of Meycauayan Bulacan 3020

www.meyc-college.edu.ph

DETAILED LESSON PLAN IN MATHEMATICS 3

Natividad, Teddy Chris O.

IV-Bachelor of Elementary Education

I. Objectives:
At the end of the day, the pupils will be able to:
A. Identify the odd and even numbers.
B. Been able to differentiate odd and even numbers, and
C. Express appreciation for the lesson.

II. Subject Matter:

Topic: Odd and even numbers
Reference:
Materials: Powerpoint presentation, Visual aids, and whiteboard marker.

III. Procedure:

Teacher’s activity Pupil’s activity

A. Opening Activity
1. Greeting
Good morning, class!
-Good morning, sir Teddy!
2. Prayer
Before we start our discussion, let's have a prayer
first! (Name of the student), kindly lead the prayer.
The assigned pupil will go in front of the
Again, good morning everyone! Kindly pick up the class and will lead the prayer.
pieces of trash under your chairs and arrange your sit
properly.

Before you take your seat, we will have a short

energizer.
An energizer video will play.
(Energizer will play)

You may take your seat

 3. Checking of attendance
Now, class, once I call your name, just say present to check
your attendance.
The pupil will say "present" when they
4. Review hear their name)
Now class, let’s have a review of our previous lesson. Our
previous lesson is all about “Problem Solving division”

Now, I'll give you 2 examples. I’ll answer #1 and you will
answer the #2. Understood class? -Yes, teacher Teddy!
(The teacher will do the #1 example and
1. 9/5461 #2 will be do by pupils)
2. 7/427

5. Motivation
Class, let’s count one by one until all of you have a number
and make sure to not forget it.
(Every pupil will count)
Does everyone have their number?
-Yes teacher Teddy!
Now listen carefully class, all those students who have a
number of 1.3.5.7.9.11.13.15.17.19.21.23.25, please stand
and clap!
(Students will clap)
Very good! Again say your numbers and be louder!
(students will announce their numbers)
Very good! Now listen class, to all those students that clap,
their number is odd number. Now sit!

Now to all students who have numbers of

2,4,6,8,10,12,14,16,18,20,22,24,26 please stand and stomp (Students will stomp their feet)
our feet, once.
Very good! Again say your numbers and be louder! (students will announce their number)

Very good class! To all the students who stomp their feet is
a even number, and even number is
2,4,6,8,10,12,14,16,18,20,22,24,26

Now all of you stand up! Let's have a short game.

Listen carefully, I'll say the instructions once.
When I say a number, you must define if it's an even or
odd number. If even you must stomp and if odd you must
clap! understood?
 B. Developmental activity
1. Presentation

1. Odd and even numbers

Now, I have cards of 1 to 20, but before we differentiate
the odd and even numbers, we must know the definition of
it. (The teacher will put number cards on the whiteboard,
so the students can see it)

Even numbers have pairs while odd numbers don't.

I’ll show how.

(number cards on the board)

1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 14, 15, 16, 17, 18, 19, 20

-Now class, let’s look at the numbers here on the board,

we'll start at number 1. If we split number 1 into 2, we
cannot!

Now, here’s the number 2, so if we split it into 2, we have

a pair! A pair of 1. We now have to equal parts.

Class, can we split number 3 into 2 pairs? Yes or no?

-No, teacher teddy.
Why can't we split it into 2 pairs?
-It’s not balanced, teacher teddy.
Very good! Now number 4, can we split it into 2 pairs?

Very good! Because if we split the number into 2, we’re -Yes, teacher!
gonna have a pair of 2, because 2+2 = 4! Understood
class?

So our even numbers are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.. -Understand po, teacher teddy!
While our odd numbers are 1, 3, 5,7, 9, 11, 13, 15, 17, 19
It is the opposite of an even number!

I'll give you an example (teacher will draw balls in the

board, so the pupils understand well the lesson)

Example #1
How many balls are there?

Correct! Now we’re going to pair or split them into 2! -6 balls po, teacher Teddy!

We have a pair of 3 balls and that makes it an even

number!

Example #2

Class, how many balls do you see on the board, anyone?

-12 balls, teacher Teddy!
-Correct!

-Now class, we’re going to pair it up! Listen carefully.

We’re going to pair it by 2.
-We have 6 pairs and have queal pairs. What are odd or
even numbers?
-Even numbers sir
-Correct, it is a even numbers.

-Class, how about we have a higher digit.

For example:

1. 14,970
2. 15,202
3. 28,121
4. 565,477
5. 118,435
(The teacher will write a example on the board)

-How can we know if it's an odd or even number? If we’re

going to divide it into 2, it would take some time, right?

-Keep in mind class that even numbers is always end in

0 2 4 6 8 and odd numbers always end up in 1 3 5 7 or 0

-Now take a look on our previous example:

1. 14,970
2. 15,202
3. 28,121
4. 565.477
5. 118,435

-Our first example is an even number, because it ends with

0, just like I said earlier 0, 2 ,4 ,6 ,8 is considered as even
numbers.

-Now take a look at our 2nd example, 15,202.

Is it even or odd numbers?

-even numbers sir!

-Why even numbers?

-Because its end in 2, which is considered

-Correct! Now how about example number 3? as even numbers.

-Correct! How about number 4? -Odd numbers sir Teddy!

-Correct! How about number 5? -Odd numbers sir Teddy!

-Why odd numbers? -Odd numbers sir Teddy!

-Very good class! -Because it ends up in 5, which is an odd
numbers.
C. Closing Activity
1. Generalization
-Now class, how can we know if it's an even number?

-Very good! How about odd numbers? -If we split it into 2 and have equal pairs!

-have no equal pairs and the opposite of

-Correct! even numbers.

-Now class give me an example of even numbers, raise

your hand if you want to answer!
-Pupils will give examples of even
-Very good class! Now give an example of odd numbers. numbers!

-Pupils will give an example of odd

-Very good class! numbers.

-Lets always remember that even numbers have 2 equal

pairs when split into 2, while odd numbers don’t
And when we have higher digits, let's always remember
that even numbers always end up in even numbers!
Understood?

-Very good! Now lets have an activity! -Yes sir, understood!

2. Activity
-The teacher will provide a print out activity for the
students. After the activity, the teacher will call a students
to present their answers.

Instruction: Circle all of the odd numbers in RED, Circle

all the even numbers in BLUE.
 3. Reporting
(After the activity the teacher will call 1 pupil per group to
present their answer to the class.)

IV. Evaluation
A. Write whether the number is odd or even. Write the word in the blank.
1. 80 ______
2. 67 ______
3. 1250 _____
4. 612 _____
5. 83 _____
6. 94 ______
7. 74 _____
8. 4321 ______
9. 5213 ______
10. 923,321 _____

B. Read the sentences below. Write whether the number is Odd or even?
1. Teacher Teddy, bought a concert ticket that cost 5,000 pesos. Is the cost of the ticket odd or even
number?
2. Mrs. Perez is still teaching although she is 59 years old. Is her age odd or even number?
3. Tony Stark repaired his Mark 5 and cost him a total of 20,591 US dollars. Is the repair amount
paid odd or even?
4. Jeremy sold 13 boxes of apples in just a week. Is the number of boxes even or odd?
5. Erin paid 100 pesos for the kuromi stuffed toy. Is the amount paid is even or odd number?

V. Assignment
Directions: Write the numbers under the correct column
64 51 43 72 84 91 102 96 72 84 8 602 401 2 22 43 75 891 1230
645 103 432 8421 9743 11 791 843 1111 201 922

Even Odd