Lesson Plan

Grade Level: 2nd Content Area: Mathematics Anticipated Length of Time: 50 minutes
Number of Students: 25 Instructional Location: Stations Date: 9/8/2017

Central Focus
Central Focus of Lesson:
The central focus is examining odd and even numbers. In order to examine odd and even numbers, students will skip count by twos then explore repeated
addition with strategies of adding doubles and double plus one. The purpose of teaching this content is for students to relate doubles and doubles plus one
facts to odd and even numbers.

Essential Mathematical Understandings:

Understand an equal groups relationship with an unknown product.

Related Skills:
Understand doubles facts to 20. Skip count by 2s. Understand the meaning of equal groups.

Reading/Writing Connections:
Read story problem and connect writing direct modeling pictures and equations to represent problem and solution of story.

Lesson Objectives and Demands

Standard(s) Addressed:
MGSE2.OA.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

Content Objective(s) (also known as Learning Targets):

Students will identify a number as odd or even. Students will draw a picture to show whether a number is odd or even. Students will skip count by 2s to name
even numbers. Students will add doubles and add doubles plus one to examine patterns of odd and even numbers.

Identify a Language Function:

Examine

Key Learning Task:

Students will add doubles and doubles plus one equations then identify sum as odd or even to examine the patterns of odd and even numbers using a graphic
organizer.
Additional Language Demands:
Students will need to classify sums as odd or even (Syntax) by identifying words spelled odd and even on a graphic organizer (Discourse).

Language Supports:
Posters for Odd and Even with numeral examples that illustrate meaning of written word and Sort Maps for Odd and Even numbers with written words.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Prior Academic Learning and Prerequisite Skills:
In first grade students learn to skip count by 2s and learned doubles and doubles plus one facts.
Students have had two lessons on identifying odd and even numbers by making equal groupings of two.

Building on Prior Learning and Assets:

Students will use what they have learned about odd and even numbers to connect how adding doubles produces sums that are even and doubles plus one
facts produce sums that are odd. This examination supports the definition that even numbers are numbers that always have a pair and odd numbers are
numbers that always have a lonely one left over.

Grouping Strategies:
Students are placed in groupings based on mathematics levels. These levels are determined by the iReady mathematics curriculum diagnostic testing data.
The purpose of putting students in groups based on mathematical levels is for supports and challenges to be matched and taught to the learning needs of
students in groups.

Planned Supports (Accommodations and Differentiation Strategies):

Students with IEP in reading or identified as struggling readers will be provided oral instructions and problems read aloud by teacher.
The student with an IEP for math will be pulled out for interventions in math. The student with a 504 plan and prone to seizures with have limited time (20
minutes maximum) at the iReady computer station. The student with 504 for Aspergers will be provide the option for flexible seating/standing and a fidget
option during instruction.

Lesson Considerations
Materials (Teacher and Student):
iReady mathematics curriculum provided by school
computers/laptop for students at the iReady math station
Even and Odd posters retrieved from https://www.teacherspayteachers.com/Product/Odd-and-Even-Posters-1388526
Hundreds Chart Fill In Odd and Hundreds Chart Fill In Even Activities retrieved from https://www.teacherspayteachers.com/FreeDownload/Hundred-Chart-
Fill-Ins-566800
Dry Erase Marker
Odd and Even Sort retrieved from https://www.teacherspayteachers.com/Product/Odd-and-Even-Numbers-BONK-2137585
Odd and Even Game Retrieved from https://www.teacherspayteachers.com/Product/Freebie-Odd-and-Even-Numbers-Pumpkin-Patch-Challenge-932928
Dice
Game markers
Odd and Even Doubles and Doubles Plus One Activity retrieved from https://www.teacherspayteachers.com/Product/Doubles-and-Doubles-Plus-1-FREEBIE-
732590
Odd and Even Ten Frames Activity retrieved from https://www.teacherspayteachers.com/Product/Freebie-September-Print-N-Go-Odd-and-Even-Numbers-
Place-Value-1464701
Adding Odd and Even Numbers Graphic Organizer retrieved from https://www.teacherspayteachers.com/Product/Adding-Odd-and-Even-Numbers-197442
Story Problem Formative Assessment Student Work Page- self created by teacher
Evaluation Criteria for Formative Assessment

Theoretical Principles and/or Research-Based Best Practices:

This lesson is using a guided math model where students move through stations that meet their individual needs for learning math. Guided math follows Eric
Jensens brain based best practices (Guided Math 2017) such as purposeful teaching, activities rich with talking, learning as action and movements, feedback
that is immediate and involving groupings or partners. This lesson includes students moving from one station to the next with their groups. In each station,
activities include purposeful teaching that results in immediate feedback. The iReady math curriculum online sessions include feedback after every student
response. The guided math teacher station includes immediate feedback from teacher to students talking through activities in the small group. The last
station includes hands on games which requires partners talking, questioning, answering and feedback is after each turn taken in the game.

Guided Math (2017). Guided Math Best Practices. Retrieved from https://guidedmath.expert/2016/05/guided-math-best-practices/

Misconceptions:
Students may confuse the meaning of even and odd. Students may count rows instead of number of items in a diagram to determine if number is odd or
even. Students may think that the number is odd if the addition of doubles fact includes a double of an odd number. Students may not understand that the
sum of two even or two odd numbers is even.

Assessment Strategy #1: Alignment with Objectives:

Teacher observation of student responses to Adding Odd and Even
Numbers graphic organizer.
This graphic organizer allows students to show their understanding of even and odd
numbers by identifying the sum of an addition problem as even or odd. Teacher will
observe conversation that demonstrates whether the student understands that a
doubles addition problem results in an even number and doubles plus one problem
results in an odd number. This matches the standard; write an equation to express an
even number as a sum of two equal addends.
Adaptations:
If students struggle to identify what numbers are even and what numbers are odd
then teacher will provide unifix cubes for students to make pairs of two to determine
if any are left over or if all pair into twos which will allow students to identify even
and odd numbers. If students demonstrate understanding without support then
students will be prompted to challenge themselves on the reverse side of the paper.

Assessment Strategy #2:
Story Problem Student Work Page
Evaluation Criteria (Evidence of Student Understanding):
Teacher observation of small group discussion
Student Feedback:
Immediate verbal feedback will be given to each students response during guided
math instruction and activity. Teacher will respond with verbalizing to students his or
her strengths and what was done correctly
Alignment with Objectives:
Students will complete a story problem that requires them to determine choices that
could be correct for grouping a number of cookies onto two plates. This assessment
aligns with state standards because it asks the students to pair objects, or count by 2s
then draw a picture to show whether the object is even or odd. Students are also
required to write an equation to express an even number as the result of adding two
equal addends.
Adaptations:
Instructions and story problem will be read aloud to struggling readers. Unifix cubes
will be given to students identified struggling with concept during the formative
assessment. Advanced learners will have the choice to work independently without
prompting.
Evaluation Criteria (Evidence of Student Understanding):
See Evaluation Criteria below in table. Students will be given points for each criterion
met for each of the five options of the answers possible. This will result in a total of 25
points possible.
Student Feedback:
Teacher will provide feedback on Student Work Sheet with explanations of what
student did correctly and what the student can do the next time to improve.
 Evaluation Criteria Points

Problem Solving: Strategy. The student provides a workable strategy for solving this problem 1

Conceptual understanding: Representation. The student provides a complete representation of his/her strategy including 1
labeling, counting.

Procedural Fluency: Accuracy. The student provides the correct answer(s). 1

Conceptual Understanding: Number Sense for Strategy. The student provides a correct number sentence that matches 1
his/her strategy.

Procedural Fluency: Efficiency. The students strategy is efficient enough to not get bogged down and meets grade level &
goals.

Lesson Introduction - Before: Setting the stage, activate and build background knowledge, introduce and explain

(5 minutes) Teacher will introduce math topic of even and odd numbers using the mini posters that define even and odd.
Teacher will ask students to describe times in the real world where there are even groups. (Anticipated answers could include husband and wife, two socks
for 2 feet, dozen eggs, 4 people in a car that seats 4).
Teacher will describe scenarios: if we had three socks then one sock would feel left out because humans only have two feet. So, three is an odd number.
Even numbers are numbers that can be grouped into twos. A dozen eggs is 12 eggs but we can group the 12 by twos and have six groups.
Teacher will remind students that in first grade they learned about even and odd numbers in the hundreds chart. They know that all even numbers end in a
2 or 4 or 6 or 8 or 0. We can use that to learn that 2 can be 2 groups of 1, 4 can be 2 groups of 2, 6 can be 2 groups of 3 and 8 can be 2 groups of 4.
Teacher will explain that this helps us understand our lesson that doubles or adding the same number together will give us a sum that is even. This means
that doubles plus one will give us a sum that is odd because doubles make a pair but adding one more makes one left out of the pair
Learning Activities - During: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the
lesson)

Students will rotate through stations that help them deepen their understanding of even and odd numbers.
(10 minutes) One station will be iReady math curriculum session online that is differentiated to each student based on their diagnostic data taken through
online responses to math questioning and problem solving.
(10 minutes) One station will be guided practice with Mrs. Allen the general education teacher.
 (10 minutes) One station will be guided practice with Mrs. Peppers the teacher candidate. During the guided math lesson, the teacher will utilize a graphic
organizer adding odd and even numbers. Students will be asked to respond to questions about equations on the graphic organizer and asked whether they
think the sum will be odd or even based on the addends of the equation. Students struggling to use the strategy that doubles addition results in an even
sum and doubles plus one addition results in an odd sum, will then be provided unifix cubes to direct model the addition and separating the sum into pairs
to determine if the sum is even or odd. This will scaffold students to make the connection of adding with odd and even numbers to the sum of an odd or
even number using doubles and doubles plus one strategy (doubles make pairs and doubles plus one means there is one outside the pair.)
(10 minutes) The fourth station will consist of choices between five activities that students complete independent of teacher but with group participants
support if needed. Students will choose between a sort activity of odd and even numbers, odd and even dice game and pumpkin path game, Bubble Gum
doubles and doubles plus one odd and even color activity page, odd and even ten frame activity or odd and even hundreds chart activity.
Students struggling to make connections and use the strategy will be provided unifix cubes to support pairing numbers and determining if they are odd or
even. Students who demonstrate advanced understandings will be prompted to deepen understanding with extended practice activity that uses mental
math adding doubles and doubles plus one and no prompting for defining odd or even in sums.
Instructions will be read aloud to students who struggle reading.
Students will spend 10 minutes at each station and then rotate to the next so each small group of students will rotate through each station. Groupings are
predetermined based on data of mathematical levels through iReady diagnostic testing. This will provide guided math mini lesson and practice to meet the
needs of the learners with supports and extensions.
Closure - After: Restate teaching point, clarify key points, extend ideas, check for understanding

(5 minutes) Students will complete an assessment of a Story Problem on a Student Work Page. The story problem asks students to put cookies on two
plates with the same number of cookies on each plate. The amounts of cookies are predetermined answer options where students have to identify which
amounts of cookies can be grouped on two plates with the same amount on each plate. This will show conceptual understanding, ability to write equations
of doubles and doubles plus one when connecting to odd and even numbers.
Criteria will allow the teacher to judge the student work page for conceptual understanding, problem solving with strategy and procedural fluency.

Extension: How could you extend this lesson if time permits?

Students will create their own story problem that helps define odd and even numbers using the strategy of doubles and doubles plus one addition problems.
Students will share their story problems with their group members. Each student will be required to solve one of their groups members story problem. Students will
write an exit slip of how the strategy of adding doubles helps them identify even sums.