Yr 3/4 Mathematics Lesson Plan: Wednesday 8th February P1: 8.55am – 9.45am

Lesson 3: Odd and Even Numbers.

Content descriptor Activities and Management Considerations Focus Questions Assessment

Yr 3 (ACMNA051)

Investigate the conditions

required for a number to be

odd or even and identify odd

and even numbers.

Yr 4 (ACMNA071)

Investigate and use the

properties of odd and even

numbers.

Elaborations; using the four

operations with pairs of odd or

even numbers or one odd and

one even number, then using the

relationships established to

check the accuracy of

calculations

Resources:

Counters.

20-sided dice.

Large/oversized dice with pockets.

Graph paper.

Summative assessment worksheet.

Background: Students have had two previous lessons introducing/revising the concept of odd and even numbers.

Yr 3 students have listed odd and even numbers and explored what made them odd/even.

Yr 4 students have listed and explored what makes odd and even numbers. They also have investigated the properties of odd and even numbers for addition.

Information gained from my previous lesson’s formative assessment, ‘pass out the door’, highlighted that all students need to revisit the specific vocabulary used to explain what makes numbers odd/even – ‘equally split into two groups’ – divisible by two. Yr 4 students need more time exploring properties of -, x, / operations. Introduction: 8.55am – 9.00am Yr 3: Link to prior knowledge: In a circle on the mat, students go around and say next number and state whether it is odd/even ie: 1 odd, 2 even …… Brainstorm what makes numbers odd and even, focus on vocab. Yr 4: Group discussion; revisit what makes numbers odd/even and the rules identified for addition of odd and even numbers. Main Body 9.00am – 9.20am Yr 3: Activity. Roll the oversized dice (random numbers 1-20) * utilised because the internet wasn’t reliable to use Google’s Random Number Generator * Students write down the number and draw/represent it using graph paper, pairing of twos (see image below). This highlights the ‘grouping/pairing’ for

How do you know the number is odd/even? Show me how you figured it out.

Formative: Over the shoulder feedback, observations and corrections of misconceptions.

Mathematical Focus

Yr 3: List and explain what

makes a number odd/even,

using appropriate vocabulary

such as ‘two equal groups’.

Yr 4: State and understand the

properties of odd/even

numbers for addition,

subtraction, multiplication and

division.

identifying what makes number odd/even and encourages skip counting by twos. Student then write whether the number is odd/even. Repeat this numerous times then discuss what they notice about the odd and even illustrations? Yr 3: Write in book, how they know if a number is odd/even. (Demonstrating their understanding of odd/even properties) Yr 4: Activity. In pairs, using a 20-sided dice create addition, subtraction, multiplication and division number sentences. Identify odd/even numbers used in number sentence and investigate and identify four rules of odd and even numbers for each operation ie: 2 (E) + 2 (E) = 4 (E), 3 (O) + 2 (E) = 5 (O), 3 (O) + 5 (O) = 8 (O), 6 (E) + 3 (O) = 9(O) Addition rules. Conclusion 9.20am – 9.25am Reinforce language of dividing/splitting number into two equal groups. Explore rules and discuss how we can identify if a number is odd/even by looking at the last digit of that number. Summative Assessment 9.25am – 9.45am Students independently complete summative assessment, directly linked to content descriptor.

Summative: Individual: Worksheet (photos and result checklist attached).

Proficiency Strand/s

Yr 3 & 4: Reasoning:

Using generalising from

number properties and results

of calculations.

Tailored Plan Low-achievers: Yr 3: Use small numbered dice and counters to represent odd and even numbers before illustrating it using graph paper (see photo) Yr 4: Focus only on understanding/explaining odd and even numbers and the rules/properties of addition operation. High Achievers: Yr 3: Investigate large odd/even numbers, identify that only the last digit of the number identifies whether it is odd or even. Apply odd and even understanding to solving word problems. Yr 4: Apply odd/even operation properties/rules to solve word problems.

Murdoch University; School of Education; Lesson Evaluation: Preservice Teacher.

What were the intended learning outcomes of the lesson?

For students to develop/clarify their understanding of odd and even numbers and their properties (reflective of the students’ year levels).

Were changes made to the lesson plan during the lesson? If so, why?

Most of the lesson followed the above plan, the only real change was that I further split the year 3 students into two ability appropriate groups during

the activity. The students who appeared to be struggling with the concept, I moved up to a group of desks and I worked explicitly with them

(differentiation). The other year 3 students continued to work independently, in a small group on the floor with their own dice.

The year 4 students worked in pairs at the desks, while I monitored them, my mentor teacher assisting and scaffolding them when necessary.

What might you do differently in the future?

My mentor and I discussed the difficultly of implementing multi-year levelled curriculum. I recognised that I struggled to ‘get to’ the year 4 students to

check on their progress and that I spent more time with the year 3 students, especially with having the assistance of my mentor teacher. My mentor

shared that this is a constant struggle and daily reality of teaching multi-levelled classroom, stating that “when you are completely on your own, there

are times where you have to leave a group to work independently, even if it results in certain students not being entirely productive during that time.”

This is an area which I will focus on improving during my 10-week placement.

Reflective of this, next time after verbally giving my year 4 students their instructions and demonstrating it, I would also provide them with written

instructions either on the board or on a sheet in their math book for them to follow, which also has examples on it, to further assists them.

How did the students respond to the lesson?

All students appeared to be on task and actively engaged in the lesson. The students enjoyed the use of manipulatives and working in small groups

and pairs, allowing their understanding to be clarified and extended through peer group discussion. All interactions I observed were on task and I

only required very minimal level of classroom/behaviour management, being remind students of the noise level with their conversations.

What did students learn from the lesson? Why do you think this?

I believe all students achieved the minimum required understanding of the odd/even number concepts, with a large portion of students demonstrating

a high level of understanding. I made this judgement based of my conversations with students, my observations of their math workbooks and their

summative assessment results (see below).

What were the strengths of the lesson?

I believe the small groupings and use of manipulatives was a strength of the lesson, as students actively participated in the activity both alongside

and cooperatively with each other to develop their understanding. The use of graph paper was a huge strength as it provided a structured format for

students to illustrate and see the pattern of odd and even numbers (see below).

Assessment Images/Records:

Feedback from Formative Assessment ‘Pass Out the Door’, from previous lessons.

Yr 4 Summative Assessment Results . Yr 3 Summative Assessment Results.

Lesson Pictures:

A.Using graph paper to illustrate odd/even. B. Using counters to illustrate odd/even numbers. C. Yr 3 group work.

D: Yr 3: Summative Assessment. E: Yr 4: Summative Assessment F: Yr 4: Pair work, exploring odd/even properties.