![]() Provide time for paired discussions and recording of ideas. For each number, have them record the number of pairs there are. Have students, on their own paper or think-board, draw a picture of the even numbers.Recognise that this is a pattern that grows by +2 each time. For example: ‘you keep on adding 2’, ‘it’s +2 each time’, ‘they go in pairs’, ‘they match and have partners’, ‘they’re called even because there’s none left over’, ‘it’s kind of fair’ etc.). Record students' ideas on the class chart or modelling book. Provide time for them to discuss and record what they notice. Have the students make a cube model of each of the even numbers to at least 10, depending on the number of cubes available. Group the students in a way you feel is appropriate to the needs of the class. Make multilink or unifix plastic cubes available to students.Recognise the pattern that they make: the counters are on every second number. Then have the other student begin at twenty and count back in even numbers, replacing the counters as they do so. Have one student read even numbers to twenty aloud, removing the counters as they do so. Have students now place counters of the same colour on each even number on their number strip.Agree that these are all reasons why the identified numbers are known as even numbers. For example: ‘They’re neater that way’, ‘There’s no extra ones sticking out’, ‘The rows are equal’, ‘They’re in pairs’, etc. Have the students suggest reasons why commercial packaging mostly works in this way and record their ideas. Elicit from the students, or tell them, that these are all even numbers. On the class chart or modelling book, record these numbers and have the students tell you what they notice.The result will be that their number strip has several even numbers each covered with a see-through counter. Have students handle and check the number of items in each package, and then place a counter on that number on their number strip. Place a selection of pre-packaged food or drink, which have an even number of individual content items, in front of the students.Using a single colour enables greater focus on the concept being developed. Have them work in pairs, sharing a number strip, and counters of one colour only. Make number strips and coloured see–through counters available to students.You could also encourage students, who speak a language other than English at home, to share relevant vocabulary from their home language. Te reo Māori kupu such as taukehe (odd number), taurua (even number) and tatau (count) could be introduced in this unit and used throughout other mathematical learning. Encourage your students to consider a range of real-life contexts in which they encounter odd and even numbers. Whilst the focus of the learning is on number properties, the various activities could be carried out with whatever equipment motivates your students. The activities in this unit can be adapted to increase their interest to students, by adding contexts that are familiar to them. Providing opportunities for students to work in a range of flexible groupings can encourage greater peer learning, scaffolding, and extension. encouraging students to work in pairs or small groups. ![]() developing the use of diagrams and expressions alongside the use of materials and digital representations.providing modelling, explicit teaching, and targeted scaffolding at all stages of the unit.providing extended opportunities for students to repeat and explore tasks as individuals, with partners, and alongside the teacher.The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include: It is also assumed that throughout the school day, all class members, students and teacher alike, will look for and take opportunities to apply learning included in this unit of work. The activities suggested in this series of lessons can form the basis of independent practice tasks. The members of each set of numbers behave in a particular way, as do the members of both sets when they work together in each of the four number operations. However, investigation into their unique behaviours is not always given priority. In many early primary classrooms, students are provided with opportunities to recognise odd and even numbers and to count aloud using these distinct number sets. This is a fundamental pattern structure that requires focused exploration by students. Our number system is made up of odd and even numbers. The purpose of these lessons is to enable students to recognise odd and even numbers and their characteristics, to generalise their behaviours when added or subtracted, and to be able to consistently apply these generalisations with problem solving contexts.
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