understand odd and even numbers to 20 - mentoring … · times. the teacher may choose to select...

MATH | LEVEL 2Teacher Edition Sample Page

mentoringminds.com

Unit 3

mentoringminds.com totalmotivationMATH™LEVEL 2 ILLEGAL TO COPY 17a

Understand Odd and Even Numbers to 20

Unit 3 MGSE2.OA.3 student pages 17–24

Suggestions for Planning InstructionCareful planning and implementation of direct instruction in mathematics can yield huge benefits in terms of student performance. Total Motivation Math™ provides a wealth of tools for planning, including valuable resources for direct instruction, focused practice, and assessment of student learning. The following suggestions outline one way that Total Motivation Math can be used to plan effective lessons. The teacher should:

• review the teacher edition unit in either the print or online component, noting the standards for mathematical content and Standards for Mathematical Practice addressed by the unit.

• carefully read the unpacking of standards to clarify the standard. Note the identified vocabulary terms and the instructional activities that are aligned to the standard.

• review the pages in the corresponding unit of the Total Motivation Math™ Student Edition.

• assign the unit Assessment of Prerequisite Skills available in the online component. This pre-assessment indicates if there are any prerequisite skills for the unit that some students may need to review.

• note that the use of activities and practice pages in Total Motivation Math is designed to be flexible. For example, one or more pages in the student edition may be assigned as homework (depending on the school policy on homework), or selected pages may be reserved for use as part of a spiraled review. Teachers do not have to use all activities or assign all practice pages to deliver an effective lesson sequence.

• refer to answers to student edition questions on the corresponding teacher edition pages. Teachers should note that coding for Depth of Knowledge (DOK) and Revised Bloom’s Taxonomy (RBT) for each item may be found in Appendix C at the back of this book.

Georgia Standards of Excellence for Mathematical Content MGSE2.OA.3

Other Standards for Mathematical Content Addressed in this UnitMGSE2.OA.2, MGSE2.OA.4

Standards for Mathematical Practice Addressed in this UnitSMP.1 Make sense of problems and persevere in solving them.

SMP.2 Reason abstractly and quantitatively.

SMP.3 Construct viable arguments and critique the reasoning of others.

SMP.4 Model with mathematics.

SMP.7 Look for and make use of structure.

SMP.8 Look for and express regularity in repeated reasoning.


mentoringminds.com

Unit

3

17b ILLEGAL TO COPY Have you activated your online license? mentoringmindsonline.com

Unit 3 MGSE2.OA.3

Unpacking the StandardIn grade 1, students used addition within 20 and skip counting to arrive at a particular number. In grade 2, students classify numbers up to 20 as odd or even. Students learn why a number is called even (e.g., It can be represented as a certain number of pairs with nothing left over, as a sum of equal addends, or as the sum of a doubles fact.) rather than simply memorizing a list of even numbers. Students also learn that an odd number is a number that is not even, so it does not have the attributes of an even number.

Re�ection Notes:What materials/activities were effective?

What were the most common errors/misconceptions?

What concepts should be emphasized in instruction?

Partners Individual

Key for Recommended Groupings

Groups Whole Class


mentoringminds.com

Unit 3

mentoringminds.com totalmotivationMATH™LEVEL 2 ILLEGAL TO COPY 17

Understand Odd and Even Numbers to 20

Introduction: Unit 3 MGSE2.OA.3 student page 17

Start Here

1 Assessment of Prerequisite Skills The teacher may assign the Assessment of Prerequisite Skills for Unit 3 as an online assignment. Students log in to Total Motivation Math™ and complete this pre-assessment. The teacher may access the Reports area to review student performance and use the information to plan additional instruction to help students develop an understanding of the concepts in this unit.

2 Introduction Activity (DOK: 2, RBT: Apply)The teacher reads Even Steven and Odd Todd by Kathryn Cristaldi. The teacher and class discuss numbers that Even Steven and Odd Todd might like. The teacher distributes a set of cards numbered 1–20 and 20 interlocking cubes to each small group of 2 to 4 students. Students create pairs of cubes to determine if each number 1–20 is even or odd and sort the numbered cards into two stacks based on their findings. The teacher creates a class T-chart on chart paper and glues a picture of Even Steven at the top of one column and a picture of Odd Todd at the top of the other column. The teacher selects students to record numbers 1–20 in the appropriate columns of the chart. As students record the numbers, they explain and justify the classifications and respond to the reasoning of others with constructive feedback.

3 Formative Assessment (DOK: 1, RBT: Apply)The teacher divides the students into two groups and assigns one group to represent Even Steven and the other group to represent Odd Todd. The teacher calls a number between 1 and 20. If the number is odd, the students assigned Odd Todd hold up one finger. If the number is even, the students assigned Even Steven hold up two fingers. Students explain the reasoning for their responses. The class repeats the activity several times. The teacher may choose to select students to call numbers. The teacher observes student responses and explanations and plans further instruction to address student misunderstandings.

4 Connecting to the Student Edition: IntroductionThe teacher may wish to work with the students as a whole group or in small groups to complete the Introduction page in the student edition. If desired, this page can be projected from the online component for whole group instruction.

5 Answers1. 15 oranges; odd

Explanations will vary. Students may indicate that, when the oranges are paired, there is one left over.14 oranges; even Explanations will vary. Since 14 is the sum of 7 + 7, the oranges can be arranged in 7 pairs.

2. 10 + 10 = 20 acorns even Explanations will vary. Since 20 is the sum of 10 + 10, the acorns can be arranged in 10 pairs.

3. odd


mentoringminds.com

Unit

3

18 ILLEGAL TO COPY Have you activated your online license? mentoringmindsonline.com

Vocabulary/Journal: Unit 3 MGSE2.OA.3 student page 18

1 Vocabulary FocusThe teacher introduces the essential vocabulary terms for this unit.

addends equation pair sum

column even number row T-chart

equal sign (=) odd number

2 Vocabulary Activity (DOK: 1, RBT: Understand)Students work with partners. The teacher provides 10 index cards for each pair. Students write one vocabulary term per card, shuffle the cards, and place the deck facedown between them. The first student draws the top card and describes the term to the partner. The student may not use the term itself in the description. For example, when describing the word “sum,” a student might say, “This is the answer to an addition problem,” or “If I add 2 and 2, the number 4 is this word.” Students continue, alternating turns, until they have used all vocabulary cards in the deck.

3 Vocabulary Formative Assessment (DOK: 1, RBT: Understand)The teacher calls or displays directions related to vocabulary terms, and students respond in math journals.

• If 8 is an even number, record an example of an equation. If 8 is an odd number, draw a picture of a pair of socks.

• If 15 is an even number, create a T-chart for odd and even numbers. If 15 is an odd number, write all the odd numbers from 1 to 19.

• If 20 is an even number, draw an array with two columns. If 20 is an odd number, draw an array with two rows.

The teacher reviews student journal responses and clarifies the meanings of vocabulary terms as needed.

4 Connecting to the Student Edition: Vocabulary/JournalAt this point, the teacher may wish to assign the Vocabulary Activity and/or the Journal prompt in the student edition. The Journal prompt may also be reserved as a reflection/closure activity.

5 AnswersVocabulary Activity evenoddodd

Journal Answers will vary. When an odd number of items are placed in pairs, there is one item left over.


mentoringminds.com

Unit 3


Partner Practice: Unit 3 MGSE2.OA.3 student page 19

1 Instructional Activities (Select from the following activities.) 1. The teacher provides a set of 20 counters to each pair of students. One student says a number up to

20, and the other student counts that number of counters. Together they pair the counters representing the given number to determine if the number is even or odd. If the number is even, students record an equation to represent the number as the sum of two equal addends. Students record results in math journals. (DOK: 1, RBT: Apply)

2. Students write a list of doubles facts (e.g., 1 + 1 = 2, 2 + 2 = 4, 3 + 3 = 6) with sums up to 20 in one column of a T-chart. In a second column, they write a list of near doubles facts (e.g., 1 + 2 = 3; 2 + 3 = 5; 3 + 4 = 7) with sums up to 20. Students describe the patterns they observe in the sums and label the columns as “Even” and “Odd.” (DOK: 1, RBT: Apply)

2 Formative Assessment (DOK: 2, RBT: Apply)The teacher displays a sheet of butcher paper printed with a large T-chart. One column of the chart is labeled “Odd Numbers,” and the other is labeled “Even Numbers.” The teacher distributes a sticky note printed with a number from 1 to 20 to each student or to each pair of students and directs students to determine whether their numbers are odd or even. The teacher provides ten frames, counters, cubes, or other objects for students to use as needed. Each student or pair places the sticky note in the appropriate column of the chart. The teacher and class discuss the completed chart. The teacher provides opportunities for students to explain the reasoning for their responses and to request clarifications on the reasoning of others.

3 Connecting to the Student Edition: Partner PracticeAt this point in the lesson, the teacher may wish to have students work with partners to complete the Partner Practice page in the student edition, in print or online. If desired, this page can be projected from the online component as student pairs debrief the completed work and the class discusses the results of the practice.

4 Answers1. B2. B3. A, C, and D4. C


mentoringminds.com

Unit

3


Independent Practice: Unit 3 MGSE2.OA.3 student page 20

1 Instructional Activities (Select from the following activities.) 1. The teacher writes the numbers 1 to 20 on index cards and gives the cards to pairs of students. One

student draws a card and counts by 2s to try to reach the number on the card. The student determines whether the number on the card is even or odd based on whether the number is spoken when counting by 2s. The other student checks the first student’s answer and then draws a card to repeat the activity. (DOK: 1, RBT: Apply)

2. On index cards, the teacher writes doubles and near doubles facts with one addend missing (e.g., 4 + = 8 and + 6 = 11). Students use counters to find each missing addend. Students write the correct addends on the cards and sort the cards into piles based on whether the sum is odd or even. (DOK: 2, RBT: Apply)

2 Formative Assessment (DOK: 2, RBT: Analyze)The teacher displays probing questions.

• In your daily life, why might you need to know which numbers are even and which numbers are odd?• How would you explain even and odd numbers to a younger student?• How might you determine if a number over 100 is even or odd?

Students discuss the questions in pairs. Then each student records responses in a personal math journal. The teacher reviews student journal responses and plans interventions to address identified student needs.

3 Connecting to the Student Edition: Independent PracticeAt this point, the teacher may wish to assign the Independent Practice page to be completed independently in the student edition using either the print or online component. If the online component is used, student work is graded automatically and results may be viewed in the Reports area.

4 Answers1. A and C2. D3. B4. B


mentoringminds.com

Unit 3


Assessment: Unit 3 MGSE2.OA.3 student page 21

1 Reflection/Closure Activity (DOK: 3, RBT: Create)At the conclusion of instruction, it is recommended that the teacher engage students in an activity that allows them to reflect upon their learning and summarize main concepts.

The teacher divides the students into groups of 3 or 4 and privately gives each group a name, either “The Evens” or “The Odds.” Each group creates a song, drama, rap, or poster to represent its name.

2 Formative Assessment (DOK: 1, RBT: Understand)The groups present their work from the Reflection/Closure Activity to the class. After each presentation, class members try to guess the group’s name. Students hold up their right hands to signify “The Evens” or their left hands to signify “The Odds.” The teacher observes individual student responses, as well as group presentations, and offers any needed clarifications.

3 Connecting to the Student Edition: Assessment At this point, the teacher may choose to assign the Assessment pages in the print or online component. Note that if the online component is used, the first page of the Assessment uses a selected-response format and will be scored by the computer. The second page of the Assessment will be teacher graded. After students complete the Assessment, the teacher may access the Reports area to review students’ results. Following the completion of the Assessment pages, the teacher uses the information to plan additional instruction and/or interventions.

4 Answers1. B, D, and E2. B3. D4. C

5 Interventions (Select from the following activities.) After students complete the Assessment pages, the teacher determines which students are in need of further instruction and selects one or more of the Intervention activities for individual students or small groups of students.

1. Students work with partners. The teacher provides each pair with 20 tokens and 2 ten frames. The teacher prepares 20 index cards with numbers from 1 to 20 written on one side and “even” or “odd” written on the back. The teacher places the cards number side up. Students select the top card and place the designated number of tokens in the ten frames (beginning in the upper left corner of the first frame). Students determine if the number is even or odd. Students check for understanding by turning the index card over. Students continue until all numbers have been modeled. (DOK: 2, RBT: Understand)

2. The teacher provides empty egg cartons and small objects to pairs or small groups of students. Students place up to 12 objects in cartons to determine if the number is even or odd. If every item has a partner, the number is even. If one item does not have a partner, the number of objects is odd. (DOK: 2, RBT: Understand)

14 even


mentoringminds.com

Unit

3


Assessment: Unit 3 MGSE2.OA.3 student page 22

1 Connecting to the Student Edition: Assessment The second Assessment page utilizes an open-response format. Students may complete this page in either the print or online component. This page is teacher graded but allows students to communicate their thinking.

2 Answers5. Equations and pictures will vary. Students should draw an even number of flowers.6. odd

Explanations will vary. Students might explain that there is a leftover penny when the coins are paired, that the pennies cannot be separated into two equal groups, that the number 17 is not named when skip counting by 2s, or that 17 is not the sum of a doubles fact.

7. oddeven

3 Interventions (Select from the following activities.) 1. The teacher provides each student pair with stir straws and 20 or fewer berries, grapes, marshmallows,

or other objects that fit easily on stir straws. The partners count the objects and state whether the number is odd or even. To verify the answer, the partners place pairs of objects on each stir straw until all objects have been used. If there is a straw with only one object, students determine that the number is odd. If each straw holds two objects, students determine that the number is even. Students record the numbers and classifications in math journals. If a number is even, students record an equation to represent the number as the sum of two equal addends. The addends will be the same as the number of stir straws used. For example, for the even number 8, students use 4 straws and record 4 + 4 = 8. (DOK: 2, RBT: Understand)

2. The teacher provides a set of three cards printed with numbers between 1 and 20 to each pair of students. Some sets contain two cards printed with even numbers and one card printed with an odd number. Other sets contain one card printed with an even number and two cards printed with odd numbers. The partners state which number is not like the others and explain their reasoning. Students may use cubes or counters to justify their responses. Students may ask questions or offer feedback on the reasoning of others. (DOK: 2, RBT: Analyze)

3. The teacher calls a group of students to stand at the front of the classroom. Students determine if the number of standing students is even or odd. Students might choose to stand in pairs. If a student is without a partner, the teacher emphasizes that there is an odd number of students. Alternatively, the students might attempt to divide into two equal groups. If two equal groups can be formed, the number of students is even. Otherwise, the number is odd. (DOK: 2, RBT: Understand)

4 Formative Assessment (DOK: 1, RBT: Understand)Students work in pairs. In turn, one partner tells how to determine if a number is even or odd. The other partner provides feedback, suggestions, or clarifications. Students then share their mutual understandings with the larger group. The teacher monitors student discussions, providing further clarifications or feedback as needed.


mentoringminds.com

Unit 3


Critical Thinking: Unit 3 MGSE2.OA.3 student page 23

1 Connecting to the Student Edition: Critical ThinkingThe teacher determines if students will complete the Critical Thinking questions in the print or online version and assigns one or both questions. Students may work individually, with partners, or in small groups to solve the problems. The teacher may also choose to solve one or both problems as a whole group activity, projecting the Critical Thinking page from the online component. In addition, the teacher may elect to assign the Critical Thinking questions over more than one class period.

2 Answers1. Equations will vary.

even even odd

2. Pictures will vary.

3 Extending Student Thinking Extending Student Thinking offers suggestions for differentiated instruction for students in need of an additional challenge.

The teacher reviews Even Steven and Odd Todd, read during the Introduction Activity. Students design houses for an Even/Odd street. The teacher assigns each student a house number 1 to 20. Students use construction paper to create houses with the assigned numbers clearly visible. If a house number is even, the house should have an even number of windows, flowers, bricks, chimneys, etc. If a house number is odd, the house should have an odd number of windows, flowers, bricks, chimneys, etc. Students decorate houses to reflect even or odd numbers. (DOK: 3, RBT: Create)

4 Formative Assessment (DOK: 2, RBT: Understand)The teacher displays the houses created during Extending Student Thinking in order on a wall or bulletin board, with the even numbers on one side of the street and the odd numbers on the other. Students create a name for the street. During the week, each student records, in a personal math journal, two reflections or insights about the even and odd house numbers. The teacher reviews the journal entries and offers appropriate feedback.


mentoringminds.com

Unit

3


Motivation Station: Unit 3 MGSE2.OA.3 student page 24

1 Connecting to the Student Edition: Motivation Station (DOK: 1, RBT: Apply)The teacher may choose to have students complete the Motivation Station activity.

Students complete the “Polka-Dot Pathway” activity. Beginning with the number 2, each student uses a pencil to connect only the even numbers in order. Students describe the picture formed by the connected dots.

2 Answersa rocket

12

3

5

4

732

1931

2729

30

23

69

8

11

13

12

10

15

17

1418

1620

22

26

24

28

21

25

3 Parent ActivitiesThe teacher reviews the Parent Activities and encourages students to complete these activities at home with a parent or guardian.

4 Additional ResourcesChildren’s Literature ConnectionsThe following titles provide additional connections to unit vocabulary concepts. These books may be used as an introduction or extension to unit concepts presented during classroom instruction. Books may also be placed in the classroom library or in a math center for easy student access.

Even Steven and Odd Todd – Kathryn Cristaldi If You Were an Even Number – Marcie Aboff Missing Mittens: Odd and Even Numbers – Stuart J. Murphy My Even Day – Doris Fisher and Dani Sneed Ocean Counting: Odd Numbers – Jerry Pallotta One Odd Day – Doris Fisher and Dani Sneed Penguin Pairs: Counting by 2s – Amanda Doering Tourville Ruby Makes It Even – Lisa Harkrader Splitting the Herd: A Corral of Odds and Evens – Trudy Harris

Vocabulary CardsConsult the Motivation Math™ Word Play Activities with Teacher Guide that accompanies the Motivation Math™ Vocabulary Card Set (available as a separate purchase) for additional activities to use with content vocabulary terms that have not yet been mastered. Activities include word wall activities as well as additional activities designed for whole group, small group, partners, or individual students.

MATH | LEVEL 2Student Edition Sample Page

mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3

1. Cliff has a crate of oranges. How many oranges are in the crate?

Answer ________________________

Is this an odd or even number?

Answer ________________________

How do you know?

________________________________

________________________________

Cliff eats one orange. How many oranges does he have now?

Answer ________________________

Is this number odd or even?

Answer ________________________

How do you know?

________________________________

________________________________

2. Sis and Leo each collect some acorns. Write an equation to show how many acorns Sis and Leo collect together.

Sis

Leo

Equation ______________________

Is the total number of acorns an even or odd number?

Answer ________________________

How do you know?

________________________________

________________________________

3. Circle pairs of stars. Is 9 an odd or even number?

Answer ________________________

Unit 3 Introduction


mentoringminds.com

18 ILLEGAL TO COPY totalmotivationMATH™LEVEL 2 mentoringmindsonline.com

Name __________________________________________

Standard MGSE2.OA.3Unit 3 Vocabulary/Journal

In the dictionary, one definition of the word odd is “left over.” How is this definition like an odd number?

______________________________________________________________________

______________________________________________________________________

JournalAnalysis

Analyze

addends equal sign (=) even number pair sumcolumn equation odd number row T-chart

Words for the Wise

Record “even” or “odd” in each empty space.

The number of fish facing left is an _____________________________ number.

The number of fish facing right is an ___________________________ number.

The total number of fish is an __________________________________ number.

Vocabulary Activity


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3

1. Derek bakes cakes for his bakery. He needs 2 eggs for each cake. Derek must have an even number of eggs. Which carton of eggs shows an even number?

A

B

C

D

2. The school math team has both boys and girls. The team has an odd number of students. Which equation could show the math team?

A 6 boys + 6 girls = 12 students

B 6 boys + 5 girls = 11 students

C 5 boys + 5 girls = 10 students

D 8 boys + 8 girls = 16 students

3. Each word on Shay’s spelling list has an even number of letters. Select THREE words that could be on Shay’s list.

A draw

B sound

C suburban

D f light

E jar

F counted

4. Two rows of ladybugs are shown.

Which is a true statement about the ladybugs?

A There are an even number of ladybugs.

B All the ladybugs can be put into pairs.

C If the ladybugs are paired, one is left over.

D A total of 15 can be made using 2 equal rows.

Unit 3 Partner Practice


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3

1. Jet, Dal, Moe, and Nan created rows of counters.

Jet Moe

Dal Nan

Select TWO students who used an even number of counters.

A Jet

B Dal

C Moe

D Nan

2. Which is a true statement about this picture?

A None are left over when 5 balls are grouped into pairs.

B The number 5 is even.

C A sum of 5 can be made with two equal addends.

D The number 5 is odd.

3. Which counting pattern BEST shows that 12 is an even number?

A 0, 3, 7, 12

B 2, 4, 6, 8, 10, 12

C 3, 6, 9, 12

D 30, 25, 20, 15, 12

4. Byron placed these crackers on the table.

Next, Byron ate some crackers. Then there were an odd number of crackers left. How many crackers might Byron have eaten?

A 5

B 10

C 11

D 13

Unit 3 Independent Practice


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3

1. Which THREE rows contain an odd number of butterflies?

A

B

C

D

E

F

2. Oliver buys a bag of marbles. The bag contains an odd number of marbles. Which bag does Oliver buy?

A C

B D

3. There are girls and boys on the swim team. The total number of students on the team is an even number. Which could show the number of students on the team?

A 9 boys + 8 girls = 17 students

B 6 boys + 7 girls = 13 students

C 1 boy + 10 girls = 11 students

D 7 boys + 7 girls = 14 students

4. Kat, Ed, Jan, and Tim each have some buttons for an art project.

Ed

Kat Jan

Tim

Who has an odd number of buttons?

A Kat

B Ed

C Jan

D Tim

Unit 3 Assessment


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3

5. Draw an even number of f lowers in the vase. Write an equation to show that the number is even.

Equation ______________________

Use the information to answer questions 6 and 7.Rhonda finds 17 pennies on the kitchen counter.

6. Is the number 17 odd or even?

Answer ________________________

How do you know?

_______________________________________________________________________

_______________________________________________________________________

7. Count the number of heads and tails on the pennies. Record “even” or “odd” in each empty space.

The number of heads is an _____________________ number.

The number of tails is an ______________________ number.

Unit 3 Assessment


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3Unit 3 Critical Thinking

1. Write an even number in each square. Write an odd number in each circle. Write the sums in the blanks.

+ =

+ =

+ =

+ =

+ =

+ =

Study the sums. What do you notice about the addends and the sums? Record “even” or “odd” in each blank in the sentences.

The sum of two even numbers is an number.

The sum of two odd numbers is an number.

The sum of one odd number and one even number is an number.

2. Create a picture of Odd Rod, the robot. All parts of Odd Rod must be in odd numbers.

Analysis

Analyze

Synthesis

Create


mentoringminds.com


Name __________________________________________

Standard MGSE2.OA.3Unit 3 Motivation Station

Polka-Dot Pathway

Begin with the number 2. Use your pencil to connect only the even numbers in order. What picture do you see? __________________

12

3

5

4

7

32

1931

27

2930

23

6

9

8

11

13

12

10

15

17

1418

1620

22

26

24

28

21

25

1. Give your child groups of 20 or fewer objects. Have your child tell if the number is even or odd and explain how he or she knows.

2. Ask your child to find examples of odd and even numbers in the real world, such as pairs of socks or boxes containing an odd number of products.

Parent Activities

understand odd and even numbers to 20 - mentoring … · times. the teacher may choose to select...

Documents