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Even Steven, Odd Todd Lesson Plan

This lesson plan teaches 2nd grade students about even and odd numbers through a 50 minute lesson. Students will identify whether numbers 1-20 are even or odd by sorting objects, explaining their reasoning in writing. The lesson begins with reading a story and discussing even and odd numbers. Students then practice identifying even and odd numbers by drawing pictures and sorting objects into groups. The lesson differentiates instruction for students who need additional support matching numbers to objects, and for gifted students who can extend the activity.

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115 views4 pages

Even Steven, Odd Todd Lesson Plan

This lesson plan teaches 2nd grade students about even and odd numbers through a 50 minute lesson. Students will identify whether numbers 1-20 are even or odd by sorting objects, explaining their reasoning in writing. The lesson begins with reading a story and discussing even and odd numbers. Students then practice identifying even and odd numbers by drawing pictures and sorting objects into groups. The lesson differentiates instruction for students who need additional support matching numbers to objects, and for gifted students who can extend the activity.

Uploaded by

api-581487279
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Learning Experience

Early Childhood Lesson Plan


Title of Lesson- Even Steven, Odd Todd Topic- Even/Odd Numbers

Name: Lex Spears Grade level(s): 2nd


Lesson Duration: 50 minutes Date Lesson is Taught: 9/23/21

State Standard Objective(s) Assessment Tool(s) Performance Level


Criteria
State Standard for The students will be able to Objective 1 will be assessed Mastery Criteria for
ELA & Other: identify whether a number using the “Don’t Lose Your objective one is P or at
[Link].3 Determine through 20 is even or odd Marbles” Activity by sorting least 14/20 correct
whether a number by pairing numbers using the odd and even numbers on Passing Criteria for
through 20 is odd or counters the marbles and gluing them objective one is NY or
even using pairings of inside of the correct jar. between 12/20 – 13/20
objects, counting by The students will be able to correct
twos, or finding two explain how a number is Objective 2 will be assessed Not Passing Criteria for
equal addends to even or odd using the “Don’t Lose Your objective 1 is U or less
represent the number Marbles” Activity. Students than 12/20 correct.
(e.g., 3+3=6) will write an explanation of
how one number from the Mastery/Passing criteria
2.I.4.1 Interpret activity is even and how one for objective 2 is P or 2/2
relationships and is odd. correct.
patterns discovered Not Passing criteria for
during the inquiry objective 2 is U or less
process than 2/2 correct.

Instructional Plan

Materials/Equipment: List all the materials that are needed to teach the lesson:

Per Class Per Group Per Student


Promethean Board Don’t Lose your Marbles
Chart Paper Activity
Marker Pencil
Glue
Clipboard

Academic Vocabulary and Definitions:

Content-Specific Vocabulary:
Even – being any of the integers that are divisible by two without leaving a remainder

Merriam-Webster. (n.d.). Even. Merriam-Webster. Retrieved September 20, 2021, from


[Link]

1
Student Friendly - a number that can be divided into equal groups
Odd – being any of the integers that are not divisible by two without leaving a remainder

Merriam-Webster. (n.d.). Odd. Merriam-Webster. Retrieved September 20, 2021, from


[Link]

Student Friendly - a number that cannot be divided into equal groups


Equal – Of the same measure, quantity, amount, or number as another

Merriam-Webster. (n.d.). Equal. Merriam-Webster. Retrieved September 20, 2021, from


[Link]

Student Friendly - exactly the same amount

Instructional Procedures

In a numbered/bulleted list describe the procedures for teaching this lesson. Appeal to visual,
auditory, and kinesthetic learners.

Introduction (10 minutes)


1. I will start the lesson by telling students that today we are going to learn about even and odd
numbers.
2. I will then gather the students attention to the promethean board.
3. Then I will play the Even Steven and Odd Todd Read Aloud
- Stop while reading to identify even and odd numbers for students
Main Activity (35 minutes)
1. After we finish reading the story, I will tell students “Now that we have read a book about
even and odd numbers let’s talk about what they really are. Does anyone have any ideas about
what even or odd means based on what we read?”
2. I will tell students that an even number is a number that can be split into equal groups of two. I
will then tell students that an odd number cannot be split into equal groups of two.
3. On a flipchart on the board I will write an even number (i.e., 2, 4, 6, 8…) and tell students that
when we are trying to decide if a number is even or odd we can draw a picture to see if we can
make equal groups of two. (Draw the number using dots. i.e., 2 = °°)
- Ask students to turn and talk to see how many groups of two they can make
- Have a group of students tell you how many groups you can make. Circle the groups on
the board and tell students “Do you notice that there are no dots left out? They all
have a partner! If a number is even all of your dots will have a partner, no one will be
left out.”
4. Next, go to a clean page on the flipchart, write an odd number on the board and tell students
that when we are trying to decide if this number is even or odd. Ask students, “What should we
do first?” (Draw a Picture).
- Draw the number using dots
- Have students turn and talk about how many groups of two they can make and have 1
group share. Create the groups and note how there is one dot left without a friend.
That means the number is odd.

2
5. Challenge students to find out if 10 and 15 are even or odd with their partners at their tables
- Pass out half sheets of paper so they can draw pictures.
6. Have students share their thoughts. Ask students how they know each number is even or odd.
7. Move over to the chart paper on the board
- Have students give ideas for odd and even numbers for each side of the chart. Write
each number down, represent it with dots, and create groups.
8. Tell students that they will always look in the ones place to see if a number is even or odd. (2,
12 always even, 1, 11 always odd)
9. Tell students that they are going to practice identifying even and odd numbers with their
groups.
10. Students will grab a clipboard, pencil, and worksheet and find a spot in the classroom to
work. Tell students that they will only have 10 minutes to complete the activity.
11. Explain the activity to the students and tell them that they also need to write two sentences on
the back. One sentence telling how one number on their sheet is even and one telling how a
number is odd.
12. Tell students that when they have finished their sheet, they need to return to their desks so we
can go over it.
- Go over sheet with students, have students come up to the board, draw their picture, and
create their groups to tell if a number is even or odd.
13. Have students turn in their sheets, grab a lose your marbles sheet, a bag of marbles, and a test
cover. They should go back to their seats and get out a glue stick and sort the marbles into the
correct jar based on whether it is even or odd. At the bottom of the sheet, they should write two
sentences. One about how they know a number on their sheet is even and how they know a
number on their sheet is odd.
14. When students are done with their assessment, they should turn it in to my desk and put their
test cover away. They should then work quietly in their busy bee folder or read independently
until everyone is done
Closure and Transition (5 minutes)
1. After every student is finished, remind students that today we talked about even and odd
numbers
2. Ask students what an odd number is. What an even number is.
3. Have students clear their desks and wait for further instructions

Differentiation of Instruction

Accommodations/Modifications/Supports for students


Student O is below grade level in math and requires supports and guidance in the classroom.
For this student, I will be sure that they are paired for groupwork with a student who
understands the content so they can be supported by a peer. If the student is struggling, I will
provide them with counters so they can physically manipulate the numbers instead of using a
drawing.

Student R is gifted in math and tends to finish work more quickly than others. They often choose
to read after completing an assignment. For this student, if they finish the group activity early, I
will have them turn their sheet over and practice identify numbers between 30-40 as even or odd
until all other students are finished.

3
References/Resources

Cristaldi, K., & Morehouse, H. (2008). Even Steven and Odd Todd. Scholastic. 

Don't lose your marbles! a hands-on odd or even number sort activity. Teachers Pay Teachers.
(n.d.). Retrieved September 21, 2021, from
[Link]
Odd-or-Even-Number-Sort-Activity-709280?st=4a0e7ff20b520097fff3a36b0b8e54ce. 

Odd and even free practice. Teachers Pay Teachers. (n.d.). Retrieved September 21, 2021, from
[Link]
st=473f7dbf49aa850e38addd2f18f99bc1. 

Second grade - even and odd numbers - EVEN Steven & Odd Todd Anchor Chart:
CLASSROOM anchor CHARTS, 3rd grade math, Education math. Pinterest. (n.d.).
Retrieved September 21, 2021, from
[Link]

Common questions

Powered by AI

Differentiation strategies in a second-grade classroom cater to various learning abilities by providing tailored support and extension activities. For example, students struggling with math can work with peers or use physical counters for better understanding, while advanced students engage in further exercises like identifying parity in numbers beyond the standard range. These strategies ensure all students can access the material at their level, fostering an inclusive learning environment and promoting equitable learning opportunities .

Assessing mathematical skills through engaging activities and written explanations encourages deeper comprehension and application of concepts. 'Don't Lose Your Marbles' requires sorting and justifying number characteristics, promoting active learning and critical thinking. Writing explanations further solidifies understanding as students must articulate their reasoning, which supports cognitive development and identifies misconceptions for timely correction .

The 'Even Steven and Odd Todd' story serves as an engaging educational tool that introduces the concept of even and odd numbers in a narrative form. This story is utilized during the lesson to capture the students' attention and to present the mathematical concepts in a context that is memorable and relatable. By stopping at certain points to identify even and odd numbers, the story reinforces learning through repetition and contextual application .

Hands-on activities like the 'Don't Lose Your Marbles' engage students actively, allowing them to manipulate physical objects to explore mathematical ideas. This tactile experience aids in retention and understanding, making abstract concepts like even and odd numbers tangible. By sorting marbles into jars based on parity, students practice the skills of classification and justification, reinforcing their learning through practical application and self-assessment .

Teaching students to look at the ones place to determine if a number is even or odd simplifies the process by focusing on the fundamental property that decides a number's parity. Since the last digit (ones place) of a number dictates divisibility by two, understanding this principle allows students to quickly and accurately determine whether a number is even or odd, promoting efficiency and reinforcing the concept across increasingly complex numbers as they progress .

The use of standard objectives and evaluation criteria ensures that teaching aligns with educational standards and provides measurable goals for student performance. Clearly defined objectives, such as identifying even and odd numbers and articulating their characteristics, establish a focused instruction path and enable consistent assessment of student mastery. Such criteria help teachers design effective instructional strategies and interventions to support all students, ensuring educational objectives are met efficiently .

Turning and talking with peers allows students to articulate their thought processes, clarify their understanding, and hear different perspectives. This collaborative learning strategy promotes active engagement, improves communication skills, and fosters a deeper understanding as students may learn new methods or correct misconceptions by discussing the principles of even and odd numbers with their classmates .

Visual and tactile learning aids, such as drawing dots to represent numbers or using marbles as counters, help second-grade students better understand the concept of even and odd numbers by allowing them to physically and visually group numbers into pairs. This multi-sensory approach caters to different learning styles, making the abstract concept more concrete. For example, when students see that each dot in a group has a partner, indicating even numbers, or one dot remains without a pair, indicating odd numbers, they can visually grasp the parity of numbers .

Pairing objects helps young learners by visually demonstrating the concept of division into groups of two. If all objects can be paired without any leftover, the number is even. Conversely, if an object is left over, the number is odd. This approach concretely illustrates the definitions of even and odd numbers, making young learners understand these concepts more intuitively .

Drawing and creating groups when identifying even and odd numbers benefits students by offering a visual representation of abstract concepts. This practice helps them see the structural division between even and odd numbers, making it easier to understand and remember. Additionally, it supports critical thinking as students analyze patterns when grouping and observe that even numbers form complete pairs while odd numbers leave one unpaired .

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