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Odd and Even
Objectives
To recognise odd and even numbers.
Resources
Abacus Workbook 2 | Interactive 100 Square (TopMarks) | Cubes | Two large plastic hoops | 📄 Number cards 1-50
Vocabulary
multiples (of 2) | even | odd
Today's Lesson
What to Get Ready
Access the Interactive 100 square and familiarise yourself with how to highlight the numbers on the grid by clicking on the grid itself.
EXPLORE - Interactive 100 square
Highlight the multiples of 2 on the grid. For example: 2, 4, 6, 8, 10, 12, 14, etc.
Print and cut out the 📄 Number cards 1-50📄 .
Introduction
Before you start the lesson, watch this Recap Video with your student.
Show your student the prepared Interactive 100 sqaure and say, ‘Tell me something about these numbers.’
EXPLORE - Interactive 100 square
Explain that they are even numbers
Say: ‘Notice the stripy pattern they make. Good mathematicians like us are good pattern spotters!’
Point to an even number less than 20 and ask your student to take this number of cubes and to try to share them fairly between you.
Explain: ‘Even numbers can be shared fairly.’
Point out that the last digits of all the highlighted even numbers are 0, 2, 4, 6 or 8. Say: All even numbers end in these digits. Then write three 3-digit numbers on paper, for example, 136, 487 and 835. Help your student to read them and ask them to find the even number (136).
Point out the other two numbers – these are odd numbers.
Choose an odd number less than 20 and ask your student to take that number of cubes, and then to try to share them fairly between you.
Point out that there is one left over.
Explain: ‘Odd numbers always leave an ‘odd one’ left over if you try to share them between two people.’
Point out that odd numbers always end in 1, 3, 5, 7, or 9. Write three 3-digit numbers on paper (two even and one odd) and ask them to find the odd number.
Then ask them to write a large even number. How can they check it is correct? (It ends in 0, 2, 4, 6, or 8.)
Ask them to write a large odd number – how can they check it is correct? (It ends in 1, 3, 5, 7, or 9.)
Main Activity
Label two hoops ‘even numbers’ and ‘odd numbers’.
Give your student five cards from the 📄 Number cards 1-50 and ask them to talk about where they should go. Ask them to tell you how they made their decision for each of the cards. (Look for them telling you that they are looking at the last digit of each number.)
Repeat with hoops labelled ‘even numbers’ and ‘multiples of 10’.
Talk about where we should place 20. It goes in both hoops! Overlap the hoops to form a Venn diagram and to make this possible. Say that all multiples of 10 are also even.
Talk about where to place the odd numbers. No odd numbers belong in either hoop, so they are placed outside the hoops.
Workbook
To help your student recap upon previous learning from this course, please ask them to complete the activities on page 28 of Abacus Workbook 2.