Unit 8, Lesson 3
Is It Odd or Even?
Grade 2
Preparation
Lesson Narrative
In a previous lesson, students learned the terms “even” and “odd” and saw that if a group has an even number of objects, it can be separated into 2 equal groups and that each object can be paired with another object with no objects left over.
In this lesson, students justify why a number is even or odd using methods based on making 2 equal groups, pairing objects, or skip-counting by 2. Some students may begin to justify why a group of objects has an even or odd number of members by using equations with 2 equal addends to represent even numbers of objects. In the second activity, students interpret addition equations in this way and connect the equations to representations of 2 equal groups (MP2).
- Action and Expression
None
- Comprehend (in written and spoken language) the meaning of the terms “even” and “odd.”
- Explain (orally) strategies for determining whether images show an even or odd number of objects.
- Let’s explain why the number of objects in a group is even or odd.
Required Preparation
- Each group of 2 needs access to counters and blue and yellow crayons or colored pencils.
- Create a set of cards from the blackline master for each group of 2.
Teacher Reflection Questions
Reflect on whose thinking was heard today. Reflect on whose thinking was not heard but could have enriched the conversations. What prompts or structures might better enable the latter to share their voices and reasoning?