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Odd and Even Words for the Word Wall: Odd Even Sum Materials: 35 color tiles for each pair of students Transparencies/Handouts: Hundred chart (one for each pair of students) (6C-7) Inch graph paper (6C-8) Odd and Even Recording Sheet (6C-9) Odd and Even Demonstration Cards (for presenter) (6C-10) Procedures Notes 1. Remind students of a previous lesson Hundred charts should be available for where the class found the multiples of students to use. two patterns on a hundred chart. Have each pair share with their partner how to skip count by twos beginning with two and then how to skip count by twos beginning with one. 2. Model for students the procedure of Rather than teaching students to memorize picking up a handful of tiles, counting that numbers ending in 0, 2, 4, 6, and 8 are them, and sharing them equally with a even, this activity develops the definition of partner. Ask your partner if he got his fair even as “ a number that is divisible by two” share. If one tile is left over, give it to by having two students try to share tiles your partner. equally. 3. Using all of the tiles, demonstrate Another way to determine if a number is odd working with a partner to try to arrange or even is to take the total number of tiles the tiles into a rectangle that is two tiles and try to build a rectangle that is two units wide. Use the inch graph paper to wide. demonstrate how to color and cut out a record of the rectangle or non-rectangle that resulted from your attempt. TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 51 4. Have students work with their partners Sharing observations with a partner allows and repeat the procedure several times all students to communicate their thinking. with different numbers of tiles. This will Students may describe the even numbers as result in creating representations of a numbers that can make two-tile wide variety of numbers, both odd and even. rectangles and the odd numbers as having an Ask students to look at the shapes they extra tile, a leftover tile, or needing one more drew and cut out from their graph paper. tile to make a rectangle that is two tiles wide. Discuss with their partner about what they notice about the different numbers. How are they alike and how are they different? Have the class write a definition for odd numbers and even numbers. 5. Have students repeat the activity, this This part of the activity is intended to give time recording their procedure and results students a visual way of distinguishing on the Odd and Even Recording Sheet. between odd and even numbers. The time you spend on this part will depend on the level of your class. 6. Show students, using transparent Demonstration Cards (6C-10), that adding can be thought of as combining sets of tiles or areas of shapes. Demonstrate what happens when you combine the representations for two even numbers. Can the combined representations be formed into another rectangle with a width of two tiles? Again, using the Demonstration Cards, demonstrate what happens when you combine the representation of an odd number with the representation of an even number. (A rectangle, with a width of 2 units cannot be formed.) Now, demonstrate what happens when you combine the representations of two odd numbers. (If one of the odd number cards is rotated 90 degrees, it can be combined with another odd number card to form a rectangle with a width of 2 tiles.) Continue the investigation with the students combining the representations of different numbers that they made in the first part of the activity. Ask them if their sums are odd or even. TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 52 7. Tell the students they will be asked to The number of examples and the size of the add some numbers. They need not give numbers you use depend on your class. the answer, but simply predict whether Young children need experiences visualizing the sum will be odd or even. Try sums so they can eventually make generalizations like 7 + 3, 8 + 6, 13 + 6, etc. and then use the generalizations to make predictions, all of which are important components of algebraic reasoning. Be sure to refer back to the odd and even patterns for these numbers. 8. Have students discuss how knowing Many questions both within and beyond about odd and even numbers can help us mathematics require an understanding of odd solve problems, e.g. whether a house and even to solve. number is odd or even is used to determine which side of the street the house is located. Discussion: Ask students to picture odd and even numbers in their minds as they reflect on their answers to the following questions. Have them explain the reasons for their answers. If you add two odd numbers will the sum be even or odd? If you add two even numbers will the sum be even or odd? If you add an even and an odd number will the sum be even or odd? What happens when you add three odd numbers? Two odds and an even? Two evens and an odd? Five odds and one even? If a person has two coins but an odd number of cents in their pocket, what is the least amount of money they could have? (11 cents) What is the greatest amount of money they could have? (75 cents) Similar questions can be investigated when subtracting numbers. Is the result odd or even when you subtract an odd number from an odd number? Is the result odd or even when you subtract an even number from an even number? Is the result odd or even when you subtract an odd number from an even number? Is the result odd or even when you subtract an even number from an odd number? TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 53 Transparency / Handout 6C-7 Hundred Chart 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 54 1 Inch Graph Paper Handout 6C-8 TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 55 Transparency / Handout 6C-9 Odd and Even Recording Sheet What is the total Do you and your Do the tiles make a Is the total number number of tiles you partner have the rectangle that is two of tiles odd or even? picked up? same amount? tiles wide? How do you know? TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 56 Transparency 6C-10 Demonstration Cards 2 3 4 TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 57 Transparency 6C-10 5 TEXTEAMS Rethinking Elementary School Mathematics Part II Day 6: Section C Odd and Even Page 58

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Even numbers, Odd and Even Numbers, Even and Odd Numbers, odd and even, Odd numbers, odd number, even number, Odd Even, Math Games, Left over

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views: | 261 |

posted: | 2/18/2010 |

language: | English |

pages: | 8 |

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