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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.
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.
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.
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.
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
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.
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
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.
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.
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.