Project Title: Lesson Plan #3 Lesson Title: Rolling for Number Sense: Even and Odd Numbers Curriculum

Area (s): Math Grade Level: Kindergarten-First grade Estimated Time Required: 30 minutes Instructional Groupings:
The students will start out the lesson in their assigned seats listening to the lesson and then they will head into pairs to play a game. Next, they will have individual time to color in the coloring sheet handed to them to turn in to the teacher.

Standards:
MA.K.3.1 2000 Identify, sort and classify objects of size, number, and other attributes. Identify objects that do not belong to a particular group. MA.1.2.1 2000 Show the meaning of addition (putting together, increasing) using objects. MA.1.2.2 2000 Show the meaning of subtraction (taking away, comparing, finding the difference) using objects.

Materials: Dice Plastic cookies Paper and pencils Red and Blue crayons Odd Valentine Sheet Overview:
The students will have a chance to separate the even numbers from the odd numbers using objects and rolling the dice to play a game of determining whether the number is even or odd.

Special Education Students:

Mike has ADHD

Jeffrey has a severe cognitive disability with an IQ of 52. He gets support from the Life Skills teacher and an assistant at the school. Beth has a SLD (dyslexia) and a communication disability (language processing)

What will I differentiate?

I will differentiate the way that I display the directions and organize how my students will know what to do when put into pairs or separated individually. I will also notify the students of what materials they will need when moving around before they get situated. Recording of the lesson will be taking place for the students to refer back to. Some students will be allowed to play with tactile items when learning the lesson. A summary of what we just learned throughout the lesson will occur at the end for all of the students to hear. When broken up individually, some students will be allowed to use a calculator in determining whether or not a number is divisible by two only after they have solved the problem and for clarifying/checking the answer afterwards.

Why will I differentiate?

Jeffrey has a severe cognitive disability so I will make sure that there are detailed instructions written on the board and on the tables as to what the students should be doing at different points throughout the lesson. I am allowing the lesson to be recorded so that he can go online after school if he needs reassurance or a reminder of what we went over in class. I will also be playing music in the background to make the environment calm and distraction-free for Jeffrey. He will also have help from his assistant if the assistant is in the room with him at the time. Matt has ADHD so I will use many charts, visuals and color-coding to his advantage. The music playing will also be effective for him to have a quiet and distraction-free environment. Matt usually needs to know what materials he will be needing so I will make sure to tell the students what they will need to bring with them when split into pairs. He has a red stop sign taped on his desk to remind him to pay attention and stay focused at all times. I will allow him to play with a tactile item while the lesson is happening and summarizing the lesson at the end will be effective for him. Beth has dyslexia and a communication disability so, for her I will outline what will be taught and summarize at the end for her advantage. The direction handouts are good for her since note taking is not effective for her. Using different colors when writing on the board will distinguish difference for her. Also, she will be allowed to use a calculator only for checking to see if her answers are in fact able to be divided by two. While giving the lesson, I will make sure to make eye contact with her multiple times to make sure that she is paying attention and understands what is happening. Playing the game encourages her speech so she will benefit from this activity. She will also need a relaxed and organized environment which is why the music is playing in the background.

How will I differentiate?

Being careful during the beginning of the lesson and the end to tell what will be happening and summarizing what we learned so that all students have a wellrounded explanation of the difference between odd and even numbers. Taking a pause break between asking the questions and calling on a student to answer the question will give all of the students a chance to come up with an answer not feeling pressured to be the first to think of it.

As a result of the lesson/unit students will Understand: the difference in even and odd numbers and the significance
in knowing the difference and how this can affect them in their everyday lives. Know: how to clarify numbers as even or odd Do: recognize that even numbers end in 0, 2, 4, 6, or 8 and odd numbers end in 1, 3, 5, 7, or 9 and they will add numbers with sums up to 12.

Pre-Assessment:
At the beginning of the lesson, the students will show their knowledge with the charts and defining whether the numbers are odd or even. This will give the teacher an idea as to how much they know about this subject.

What is the emotional hook?

Mentioning the sharing of cookies and using the dice will make the students motivated to learn how to use this lesson to their advantage. Using this analogy/situation will allow them to understand the importance of knowing the difference between odd numbers and even numbers.

Steps in the Lesson:

1. Before starting the lesson, start the recorder to tape the lecture to post online for the students to refer back to when they are doing their assignments. Also, start the classical music playing throughout the classroom at a volume at which it is not a distraction to help calm and soothe the classroom environment. 2. To get the students attention, clap your hands in a rhythm and have the students repeat the rhythm back with their own clapping. Then, introduce the idea of even and odd numbers and explain that even numbers can be divided equally between two people. If there are four cookies on a plate, two friends can divide them equally since each person can have two cookies. Four

is an even number! But if there are three cookies on the plate, the two friends cannot divide them equally. Each person can have one cookie, and they would have to break the third cookie in half. Three is not an even number. 3. Then write on the board, the schedule for the lesson. It should say, Explaining of Even/Odd Numbers Demonstration of Rolling Dice Rolling Dice Game with Partners Coloring Page 4. Draw a chart on the board with three columns with one labeled Numbers, one labeled Odd, and one labeled Even in different colors for each word. In the Numbers column, write the numbers 2 through 12 all the way down the board. I will then call on two volunteers to come to the front of the class to take turns rolling the dice, adding up their number and determining if it is odd or even. After each roll and the students has decided whether their role is odd or even, the class will then have a chance to have their thumbs up or down to show that they agree or disagree. If one of the students do not agree, that student will come up and split the plastic cookies that are in the front of the room into two equal piles to show if they are right or wrong. 5. After each of the numbers have been rolled and determined if they are even or odd, circle all of the even numbers last numbers with a red marker and all of the odd numbers last numbers with a blue marker. Next, make another chart to the side that displays the endings of even numbers and the endings of odd numbers to the side of the board as a reminder. 6. Next, the class will be divided up into pairs and they will each need a pencil, a pair of dice, and a piece of paper. Tell the students that they will need to draw two columns on their paper and demonstrate how to do this on the board. One of the columns will be labeled even and the other column will be labeled odd. There will be a sheet of directions given at each table for each pair to use. The students will then take turns rolling the dice and determining amongst themselves whether the number they rolled was even or odd and they will then put a tally mark in the correct column. They will be figuring out which one will reach five tally marks first. Will even or odd win the game? Throughout this game, the teacher will be roaming around the room to help anyone that is having a problem understanding the game or what they are supposed to be doing. 7. Once they have finished their dice game, hand out the odd valentine sheet. The students will be working independently for this session of the lesson and each student will need a red and blue crayon. Instruct the students to color the odd numbers red and the even numbers blue and they will see what the coloring page makes at the end. The teacher will also roam around the room

at this time and make sure that all of the students are doing the assignment correctly and they will have a chance to ask questions to the teacher that they need answered. 8. At the end of the lesson, the teacher will ask questions to the class giving out numbers from 0-12 and calling on students to answer if the numbers are odd or even. The teacher will give a three second pause between asking the questions and calling on a student to answer.

Closure Activity/Wrap up:

The Odd Valentine coloring sheets will be put up on the wall displaying their achievement and also to remind them of what they learned throughout the rest of the week.

Post-Assessment:
I will make sure that the students are contributing the conversation when they are paired up and also answering questions in the end. Seeing how much help they need during their pairing and individual time will let me know how much they are understanding the lesson and how much knowledge they are gaining from this lesson. I will monitor continued growth by using one of these examples at the beginning of the class having a couple of volunteers to demonstrate the process for the rest of the week to remind the students of the difference between odd numbers and even numbers. Also, worksheets handed out with word problems displaying odd and even numbers will determine how much they have learned throughout the lesson.