Lesson Plan Form - LBS 400

Revised 07/25/14

Candidate: Eddie Kim

Subject: Math
Grade level(s): 2nd Grade Date: 11/7/16
Standard:
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.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will learn how to determine whether a group of objects (up to 20) has an odd or even number of
members.
II. LEARNING OUTCOME (Objective):
Given lessons and activities, students will be able to categorize odds or evens by make a chart color-coding
even and odd numbers.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): learning how to add
and subtract within 20, so that students are familiarized with numbers up to 20.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Ask for student volunteers (should pick 10 students)
As a class, count how many students are standing.
Next, have each student find a partner. Write 10 on the board under the word "even".
Explain to students that everyone has a partner because 10 is an "even" number.
Ask 2 students to sit down, leaving 8 students standing. Everyone should have a partner. Write 8 on
the board under "even".
Repeat this process with 6, 4, and 2 students.
Ask students what they think would happen if there were 9 students standing. Would everyone have
a partner? Repeat for 7, 5, 3, 1
Explain to students that one person does not have a partner because 9, 7, 5, 3, 1 is an odd number.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Define even and odd numbers.
a. T input: Explain to students that even numbers end with 0, 2, 4, 6, or 8 and all other
numbers are odd.
b. T model: Write down list of even and odd numbers on the board.
c. Student response: Students will write down the list on their notebook to keep it as their note.
Step #2: Practice within their assigned group
a. T input: Assign students with group. (Each group should have at 4-5 students)
b. T model: Ask students to practice within their group members to tell whether the pre-assigned
numbers are even or odd.
c. Student response: Students will work within their groups and practice to determine even or
odd numbers.

Step #3: Practice as whole class

a. T input: Ask students to remain with their group and tell them that we are going to practice as
whole class.
b. T model: Give each student an index card with a "mystery number" written on it. In addition
to the numerical number, dots should be used to represent that number. Then ask each student to
write even or odd on the backside of the card.
c. Student response: Each student will come to the front and show their card to the class. And class
will say if the number is even or odd and the student in front will verify their answer.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Each student will verify their answer
with other classmates and teacher, then put their cards in brown bags that has even or odd on the bag.
D. MATERIALS & RESOURCES: 25 index cards (already marked with numbers and dots), two brown
bags (each marked with even and odd)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: walk around the classroom while students are working in their group and assist them and
observe their understandings.
Summative: Check the brown bags to check if the students got right answers or not.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
As I walk around to check for students understanding of the lesson, I can provide
one to one support to the student if needed. If majority of the students seems not
understanding the material, I can explain the materials once more to whole class.
VII. HOMEWORK (if appropriate):
To have extra practice, I will send a worksheet for students to complete.