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Wittenberg University

Education Department Adopted Lesson Plan

Witt Student Name

Date

Course Name

Instructor

Clinical Faculty (CF) Name

CF Approval (Initial)

Grade Level 2nd Grade

Subject Area(s)

Math

LESSON TOPIC Objects Odd or Even?


Type of Lesson

Small Group

Whole Class

Confidential Information:
IEP Goals and 504 Plans addressed for identified students (first names only):

The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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Materials & Resources:


Where did you get your lesson ideas? Provide APA citations for origin of lesson (e.g., original, textbook, internet URL, etc.)
LearnZillion:
https://learnzillion.com/resources/72597-understand-even-and-odd-numbers-by-creating-groups-and-using-the-digit-in-the-onesplace-2-oa-c-3

List and attach copies of handout(s), workbook pages(s), notes, etc. at end of plan
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Ten Frame this will be used at the beginning of the lesson large group.

Flash cards of odd and even numbers this will be used for part of the 2 nd and 3rd center in the lesson.

Print off Website Slides from Learn Zillion Website Write and equation to show an even number
URL: https://learnzillion.com/resources/13380

This will provide you the images for center 3 center will focus on students writing equations from a given image.

What technology and how are students using it for this lesson?
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Legos these will be used for the second center for students to use to divide into equal groups.

Elmo this will be used by teacher to project the ten frames at the beginning of the lesson.
The Big Idea / Enduring Understanding and Essential Question

Big Idea: Identification of even or odd groupings.


Enduring Understanding: I understand that materials are grouped in small or large groups and odd or even groups.
Essential Question: Is this a group of even or odd material?

The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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Ohios New Learning Standards (ACS) / Common Core State Standards (CCSS):
Educational Standards

(for math and science include practice standards)

2.OA.3: Determine whether a group of object ( up to 20) has an odd or even number of members, e.g. paring objects or counting
them by 2s; write an equation to express an even number as a sum of two equal attends.
Anticipated Prior Knowledge

Lesson Objectives
Assessment Guidelines

3-part measurable objective

(include scoring key, rubric, etc.)

Skill: Students will be able to identify even and odd grouping of materials.
Content: Through center activities.

This is a participation grade for


centers

Criteria: Students will be working in pairs through the centers.

Instructional Procedures (identify steps in sequential order)


Differentiation
( including IEP goals being addressed)

A. Engage and Explore


Begin lesson with asking students if they have gone to a pet store.
-

Allow 3-5 students respond to question.

Ask them if they have ever noticed the dog cages and how they are arranged.
-

Allow 3-5 students to respond to the question.

Turn on Elmo and take out 7 images of 10 frames


The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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THIS SHOULD ONLY TAKE 10 MINUTES:


Begin to tell them the story of your friend who worked at a pet store for a week
So my friend started working at a pet store, and she only worked at the pet store for 7 days. But
during those 7 days she noticed some days there was an even amount of dogs, and then other
days there was an odd amount of dogs. So I am going to show you a picture each day that she
worked there how many dogs there were. I would like you guys to think in your head and when I
call you tell me if there is an even amount or an odd amount of dogs at the store that day.
So the first day at the pet store my friend noticed that there were this many dogs in the cages (put
under elmo ten frame 1: even). Can we tell if there was an even amount of dogs in the cages the
first day? (Allow 1 student to tell you and ask a 2 student why their answer is correct or incorrect).
The second day my friend noticed that there were a lot more. (Show ten frame 2: odd #), Can we
tell if there was an even amount of dogs in the cages the second day? (Allow 1 student to tell you
and ask a 2 student why their answer is correct or incorrect).
The third day my friend noticed that there were a few more. (Show ten frame 3: odd #), Can we
tell if there was an even amount of dogs in the cages the third day? (Allow 1 student to tell you
and ask a 2 student why their answer is correct or incorrect).
The fourth day my friend noticed that there were significantly less. (Show ten frame 4: even #),
Can we tell if there was an even amount of dogs in the cages the fourth day? (Allow 1 student to
tell you and ask a 2 student why their answer is correct or incorrect).
The fifth day my friend noticed that there were a few more. (Show ten frame 5: odd #), Can we tell
if there was an even amount of dogs in the cages the fifth day? (Allow 1 student to tell you and
ask a 2 student why their answer is correct or incorrect).
The sixth day my friend noticed that there were some more. (Show ten frame 6: even #), Can we
tell if there was an even amount of dogs in the cages the sixth day? (Allow 1 student to tell you
and ask a 2 student why their answer is correct or incorrect).
The seventh day my friend noticed that there were fewer. (Show ten frame 7: even #), Can we tell
if there was an even amount of dogs in the cages the seventh day? (Allow 1 student to tell you
and ask a 2 student why their answer is correct or incorrect).

The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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After completing the large group discussion move to centers.


There are three centers that students will go through. Students should be put into groups or pairs
depending on the classroom. Students will stay at each center for a maximum of 10 minutes and
a minimum of 5 minutes.
First Center: main focus will be determining if a group of objects has an odd or even number. For
this students will look at a flash card with an image of an objects in it. They will need to work with
a partner in determining if the number is odd or even. Have students go through the flashcards
until center time is finished.
Second Center: Students will be working on physically moving the set number into two even
groups. There will be cards with numbers on them and students will use Legos to create the two
groups. Numbers will be between 1-20.
Third Center: In this center students will write an equation to show an even number. Students will
work on this by writing the equation on a white board. Students will work in pairs; one student will
write the equation the second student will complete the addition problem. Have students switch
role after each problem.
While students are completing the centers have music playing and after the time is up pause the
music background music will depend on class.
Teacher should be walking around during this time annotating how students are completing their
work.
B. Explain and Discuss

End all sessions. Students should go to each center.


*Open Sharing* : go over as a group the difficulties that students had within the centers.
For center 1 expected answer: not being able to move the objects.
For center 2 expected answer: one a number was odd.
For center 3 expected answer: solving the equation of the partner gave you.
For each difficulty teacher should review the overall concept: Centers 1-3
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Odd numbers: cannot separate equally. Put on board ex: 3 ( draw 3 objects and have
The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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students put into two groups). Students should recognize they are unable to complete this.
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Even numbers: can be separated equally. Put on board ex: 6 ( draw 6 objects and have
students put the same amount into two groups).

C. Closure

Students will complete one think pair share:


4 + 10 = what. Show a drawing of answer and create two equal groups.
Have students come to front of their room and sit. Read out the problem on the board and have
them talk to their partner (allow 2-3 minutes) then have a pair of students go up to the board and
show how they solved the problem.
After students have completed ask class if anyone else did it similarity or if they did it differently.
Allow another group to come up and share their answer.

Homework & Home Connections:


No homework
Academic Language/Key Vocabulary: (Words and student-friendly definitions)
Odd: Any integer (not a fraction) that cannot be divided exactly by 2.
Even: Any integer (not a fraction) that can be divided exactly by 2.
Definitions provided by Math is fun Website.
Interdisciplinary Connections:

Lesson Reflections (Reflection to include supporting evidence)


The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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Which instructional practice(s) work well in your teaching and why; which need to be changed and why?

Describe the performance of your class/group; reflect on how your students did on each learning objective and your next teaching steps.

Based on individual student performance, what are your next steps?

The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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Ten Frame Example: What even numbers and what odd numbers will depend on your classroom. If your classroom is having difficulty with odd
numbers have more odd numbers for your large group discussion. If your classroom is having difficulty with even number have more even numbers

for large group.

The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address: http://www5.wittenberg.edu/academics/education/resources.html
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