### Lesson plan

# Two Corners: Odd or Even

#### Learning Objectives

Students will be able to classify numbers as odd or even.

#### Introduction

*(5 minutes)*

- Ask students what it means to be an even number. Take a few answers before explaining that
**even**numbers can be divided into two equal groups with no leftovers. - Repeat this process when talking about what it means to be an odd number. Explain that
**odd**numbers cannot be divided into two equal groups. When you try to divide odd numbers into two equal groups, there is one left over.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Tell students that all numbers are either odd or even, and we can figure out which group any number falls into. For example, say, "Let's think about the number of fingers we have. We have 10 fingers. I'm going to decide if 10 is even or odd. I know that 10 fingers can be divided evenly into two groups of 5 fingers, so that means 10 is an even number."
- Write "Odd" on one piece of paper and "Even" on the other. Hang the papers in two corners of the room.
- Explain that you are going to play a game called "Two Corners: Odd or Even." In the game, the game master gives something to count (for example, the number of letters in your name or how old you are). If the thing you're given to count is an odd number, you'll move to the odd corner. If the thing is an even number, you'll move to the even corner. For example, if we counted our fingers, we would all move to the even corner.

#### Guided Practice

*(5 minutes)*

- Say, "I'll start by being the game master. Count how many letters are in your last name and move to the appropriate corner: even or odd."
- Now have students take turns being the game master and sharing examples of things that can be counted (letters in first name, how old students are, etc.).

#### Independent working time

*(20 minutes)*

- Hand out pieces of paper to each student. Have students fold the papers in half, then unfold to make a crease down the middle.
- On one side of the paper, students should write "odd" and on the other "even."
- Instruct students to write things that are odd numbers on the "odd" side and things that are even numbers on the "even" side.

#### Differentiation

** Support:** Give students examples of things to count during independent work time.

** Enrichment** Have students provide explanations to explain why things are even or odd.

#### Assessment

*(5 minutes)*

- Assess how students are recognizing odd and even numbers.

#### Review and closing

*(5 minutes)*

- Bring the group back together.
- Ask students to share their papers from independent work time.