Common Core Aligned Lesson Plan Template Even and Odd Numbers

Subject(s): Math Grade: Grade 2

Teacher(s): Ada Roche School: Clark County School

LESSON ELEMENT STUDENT-FRIENDLY TRANSLATION

( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed:

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.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)
I know and can model numbers 0 -20.
Students must recognize and model numbers 0 - 20 I know the meaning of even and odd
Students must know the meaning of even and odd numbers. numbers.
Students must know that any number can be split in two equal groups. I know that even numbers can be split
Students must determine if a group of objects is even. into two equal groups.
Students must determine if a group of objects is odd. I can tell if a group of objects is even.
Students must write an equation to express an even number as a sum of two equal addends. I can tell if a group of objects is odd.
I can write an equation using doubles.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning?)

The ability to identify a number as even or odd is an important skill to learn because it gives kids an Even and Odd numbers will be use not only at
introduction to the patterns of objects and numbers. The exact pairing of numbers is an important school, but in real life. The understanding of
concept in math and in life, and will be needed in later years when working with such math as division this concept will help with number sense and
and prime numbers. A real life example of: a) Even number - money, four dollars divided into two make the concepts of addition and subtraction
groups of two dollars. b) Odd number - group of friends leaving someone out while playing a game. easier to understand.
4. Formative Assessment Criteria for Success: (How will you & your students know if they have
successfully met the outcomes? What specific criteria will be met in a successful product/process?
What does success on this lessons outcomes look like?)

For a formative assessment, participation, work samples and verbal responses can serve as an initial Students will be graded on their ability to
assessment of student understanding related to the lesson objective. participate in class, finishing their work and
For a summative assessment, at the end of the lesson, students will complete Identifying Odd and Even assessment worksheet.
numbers; Teacher made Assessment worksheet.

5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative
assessment opportunities?)

Teacher will introduce the idea of even and odd through a read aloud. After the read aloud, the teacher will explain the meaning of even and odd and
how this relates to math operations.
Use the Teaching technique I Do, We Do, You Do
I Do: Teacher will use the White Board presentation developed for even and odd numbers class. Teacher will model by explaining and doing the activity
on the board. The 3 activities to cover on the board are: Pairing objects to determine odd or even sets, Adding two equal numbers to make an even
number and Identifying even and odd numbers.
We Do: Students will participate by going to the board and answering problems using the White Board presentation.
You Do: Students will complete the Teacher made assessment worksheet for the lesson.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Interactive White Board.

Lesson presentation created by the Teacher.
Assessment Worksheet created by the Teacher.
Students workbooks.
25 Common Core Math lessons, Grade 2, Scholastic Inc. by Steve Wyborney.

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student
diversity.)

Students will receive direct instruction by the Teacher throughout the lesson. Guided practice will allow students to ask questions of the material that
they dont understand. Students will participate in the discussion by going to the board to solve practice problems with the rest of the class. The material
will be made available to the students in their native language.
8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your
class? Be as specific as possible.)

The lesson is built to meet the needs of students of all learning styles and accommodate students with special needs. Teacher will allow extra time on
the assessment if needed. Use simple written instructions. Use visual aids, such as Whiteboard. Write the important ideas down on the board and leave
it there during assessment. Allow the use of a hundred chart during assessment for easy association of even and odd numbers by noticing the patterns.

Common Core Aligned Lesson: Reflection

Does this lesson reflect one of the shifts in instruction? If so, please describe which shift is addressed and how?

This lesson reflects the Common Core Shift, Fluency. The reason is that this lesson is developed to make the student
learn through repetition. First the Teacher does it at the board, second the students do it individually at the board with
the help of the teacher and peers, and third the students work individually on the teacher made assessment.

How did this lesson support 21st Century Skills?

It supported 21st Century Skills by making it relevant. By applying the Even and Odd concept into the real world, will
make this lesson more relevant to students and will increase their motivation in learning the concept. They will be more
motivated to learn than just memorizing the concept for a test.

How did this lesson reflect academic rigor?

This lesson reflects academic rigor by having the students challenge to think and perform. With the Teaching method: I
Do, We Do and You Do. We set the standard for students; then we allow the students to come to the board and do the
problems with the help of the teacher and their peers in front of the classroom; and finally the student demonstrate
knowledge achieved by completing the final assessment at the end of the lesson.
 How did this lesson cognitively engage students?

This lesson engages students by actively responding when they go to the White Board to answer problems. They will try,
ask questions, ask for help, and make comments.

How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?

The students have to talk with one another to help themselves when going to the board to answer.