Lesson Activity Plan Template
Title of Activity:
Even & Odd Counting Activities
Grade Level:
K-1
Mathematics Concept Standards:
Numeration M1.1: N-1, 2, 3, 4, 6, 9, 10, 11; Measurement M2.1: 2; Estimation &
Computation M3.1: 1, 3; Functions & Relationships M4.1: 1, 2, 3, 4,
5; Statistics/Probability M6.1: 2, 3, 4; Problem Solving M7.1: 1, 2, 3, 4,
5; Communication M8.1: PS-2; Reasoning M9.1: PS-5; Connections M10.1: PS-5
Learning Objectives:
-Use drawings to represent even and odd numbers and amounts
-Accurate counting objects for even and odd numbers.
Students will learn and practice systematic even and odd counting, look for
counting patterns, analyze even and odd numbers and create physical
representation(s) and drawings.
Math and Literature Connection:
Even Steven Odd Todd
Vocabulary- counting, even number, odd number, pattern, one more, one less,
pairs, partners
Learn the Content:
Materials Neededpencil, crayons, crackers, kisses, colored paper, glue, scissors
Procedures/Activities1. Counting even/odd modeling
Write the numbers 1-10 on board. Make the even numbers green, and write the
odd numbers in red. State that the green and red numbers are what are called
“even” and “odd” numbers. Explain that even numbers, like their name sounds,
can be counted in even groups/counts. Odd numbers cannot be paired equally –
there is always one left over.
2. Draw/count circles on the board, two by two
Draw pairs of dots for the number 4. Write the number “4” under the dots. Count
the 4 dots by twos. State that each dot has a pair. Draw a line connecting each
pair. Have students model/draw same on student whiteboards drawing a line
between dot pairs.
State “4 is an even number because each dot has a partner with no dots left over.
This means that 4 is an even number.” Draw dots to show the amount 6. Have
students draw same whiteboards or paper. Remind students that even numbers are
even because each dot, or number, has a partner. Have students connect dot pairs
on whiteboards as modeled on board. Repeat, using the number 4. Model.
Continue with a few more even numbers between 1-10. Ask for volunteers to do
the examples on classroom board. Reinforce that even numbers are called “even”
because each number has a partner, or pair.
Next, draw dots pairs with one dot left over, representing the odd number “5.”
State “the numbers that are ‘odd’ numbers always have one number left over. This
is the odd number. Odd numbers cannot be paired evenly.”
Have the students practice drawing dot pairs with one dot left over for odd
numbers. Have the students draw a line between the pairs of numbers, as they did
with even numbers, until they can no longer connect dot pairs. Have students say
how many dots are left over – state that it is always one dot, or “odd” number that
is left over.
Reinforce the Content Learning:
Counting Chocolate Kisses in Pairs –
Students are given a handful of chocolate kisses, in amounts of 7-10 kisses.
Student pairs need to each take a kiss, one at a time. Students count their kisses
when there are none left in the “take” pile. If they have the same amount, their
starting number is an even number.
The students draw their kisses groups on a poster with and addition sign drawn
between the groups. Underneath the illustration the students should write a
number sentence on a number sentence template. Then, students complete the
written sentence writing the word “odd” or “even” to explain if the sum of their
kisses, and number sentence, is an odd, or even, number. The teacher and parent
helpers, etc., should assist students in accurate counting/checking, and in filling in
the number sentence template. Students illustrate kisses amount on the poster.
Display in the classroom.
Consolidate the Learning:
1. Check as children work on counting/pairing even and odd numbers. Be sure that
the students understand grouping procedures, and are not copying a neighbor's
work. Teacher can pull aside students, to do individual work, to assess grouping
procedure(s) one on one using kisses, manipulatives, counters, etc.
2. Assess individual understanding by asking each child the total, whether he, or
she, made an even/odd number, asking why, and asking how many more are
needed to make and even/odd number, then, having child do this.
Implement the Content:
Even/Odd Goldfish Crackers gameNext, students will be given a small baggie of 25-50 goldfish crackers. The
students should take turns rolling 1 dice and remove this amount of goldfish.
(These can be placed back inside of baggie as removed from goldfish group.) After
the goldfish are removed, the students should pair the remaining goldfish to see
how many are left. Students need to write their number on a piece of paper and
then write the word “even” or “odd” in the next column, based on the amount
counted. Students should take turns rolling the dice, removing goldfish, counting
the remaining goldfish, recording the new number, and recording if the new amount
is even or odd. Students continue until no goldfish are left.
Ex.: “3 + 3 = 6” “Six is an even number.”
Variation/Extension Activities:
“Spin for Even and Odd Pennies”
Goal/Objective: Make even/odd penny amounts and count on with pennies, make
new even/odd penny amounts
Materials: Spinner with coin amounts, activity record page, paper clips (optional),
1 per child
1. Set up spinner
Place a pencil point through paper clip, holding at center of spinner. Spin paper
clip. When it stops it point to set of coins for that spin/turn.
2. Spin for pennies
Students work in pairs. One student will use spinner, the other student will record
the pennies for each spin on Activity Page, and write the different coin amounts,
and the words “even,” or “odd.”
Direct students to #1 – 1 penny State: “You start with 1 penny. Then you spin and
the spinner shows 6 pennies. Draw 6 pennies next to the penny. Did you make a
new even, or odd, number? Ring the coin pair amounts. Leave the one uncircled if
it is an odd number. What is the total? (11 cents) (It is an odd number because
one penny left over, and, it is not circled)
Web Resources:
Even/Odd Worksheet Resource – Super Teacher Worksheets
http://www.superteacherworksheets.com/odd-even.html
1st Grade Interactive Math Skill Builders
http://www.internet4classrooms.com/skill_builders/odd_even_math_fi
rst_1st_grade.htm
Math Cats – Odd and Even Idea Bank
http://www.mathcats.com/grownupcats/ideabankoddandeven.html
Lesson Plan Created By:
Angela Blake, K-1 Classroom Teacher, 2011
Shaw Elementary School, Matsu School District, Wasilla, AK
Lesson Related References:
Even Steven and Odd Todd, by Cristaldi, Kathryn, 1996; illus. Morehouse, Henry
B.; 1996, Scholastic, Inc., 557 Broadway, New York, New York, 10012
(One Hundred Ants, by Pinczes, Elinor J., 1993; illus. MacKain, Bonnie, 1993;
Houghton Mifflin Company, 215 Park Avenue South, New York, New York, 10003)