Lesson Plan (Comprehensive)

Title

Odd and Evens - Mathematics

School of Education
Professional Practice (Primary)

Duration of
lesson:

35 - 40 Minutes

Class
Size

25

Topic and Focus: Odd and Even

Area: Mathematics Year Level:
4
Numbers
Learning Focus:
How to distinguish odd and even numbers, the strategies that will assist in this process
Assessment Strategies: How will you identify what they have learnt and how will you record or note this?
Students contribution
Observation
Students Background Knowledge: What is your starting point what do the students already know, what have
they done before, how does this connect to or build on their existing knowledge?
Most students have a base understanding of off and even numbers, some having a stronger understanding then
others, but also having done some place value work the previous day and in previous years.
Resources and Materials:
Whiteboard
Markers
Teacher Focus:
Consolidation of strategies to distinguish odd and even numbers, especially in numbers that contain 5-6 digits
Objectives:
Consolidation of odd and even numbers
Understanding how many 3s, 5s or 6s go into when looking between the numbers 19 560 - 19 600 for example, 8
fives go into 40

Stage of
lesson

Student Action /Tasks

What will students be
doing? Explain how the
students are expected to
work.

Stage 1
Introduction
How will you
engage and
stimulate the
interest of the
students?

The first part of the lesson

will be structured around
place value and counting
by multiples of 3, 5 or 6s
starting at 19 950
Provide four examples of
when students add 3, 5, 6
or 9 to a given question
respectively.
1 14999 add 3
2 4201 take away 6
3 5998 add 5 what is the
new number
4 70003 what is 9 more,
then what is 3 less
Student then confirm their
answers with the person
next to them

Time

15
minute
s

Differentiated Learning
What changes to learning,
instruction or teacher
focus may be needed to
cater for individual
differences?
For the first exercise based
on knowing students
abilities for Club 20
mathematics time table
activity, students who get
a time 3 minutes of more
will count by 3s from 19
950. While students that
get in between 1 minutes
and 3 will count by 5s till
20 000, then the students
that get under a minute for
Club 20 they will count by
6s till 20 000 (or closest
digit).

Teacher Action
What will you do during this
time? What prompting
questions may you need to
prepare? How will you monitor
student progress and needs?
In this period of time I am
structuring the discussion and
lead the activities. I will help
place students into their
appropriate groups based on
their Club 20 progress.
What happens when 3 is
added to 14 999? What values
change?
How many fives are in
between 19 950 and 20 000?

Stage 2 Body
of lesson
Describe each
distinct task in
the order to be
undertaken.

Stage 3:
Conclusion
How will you
draw the
findings of the
lesson
together so
that the
students can
evaluate what
they have
learnt?

The class will be separated

into their mathematic
groups, group Cube with
Mr. Parke, Pyramids and
Prisms doing the
Investigation and Spheres
outside doing guess my
number.

20
Minute
s

Then also a focal group of

8 students with, this group
will be doing Odd and even
work. They will telling me
the differences between
them,
My group will wrap up what
we have done and each
5
individual tell me
Minute
something they will
s
remember while the others
will finish up their tasks
and come inside to end the
lesson

I am catering for individual

needs by a taking a focus
group of some weaker
students who struggled
with the odd and evens
test Mr. Parke did before I
started PP. This will
hopefully bring them up to
speed while the other
students just do
investigation task, place
value game or an activity
with Mr. Parke.

When an odd is added to an

odd does that mean the
answer will be odd?

Make sure all students

contribute in telling me
something that will help
them in future in dealing
with odd and even
numbers such as the last
digit decides value (odd
and even) or two odds
added together dont
always make an odd
answer (3 + 3 = 6 for
example).

I will instruct of the closure of

the class get the students
prepared for the rest of the
day.

What if even was added to

even, does that make the
answer even?
What number value should
we focus on distinguish if a
number is an even or odd
numeral?

Stage 5:
The students will tidy
Closure
workspaces so they are
-----------Do you need to clean and ready for the art
prepare the
activity pre-lunch because
students for
we have school
the next task?
celebrations before then.
Reflections on Student Learning: What did you observe about student learning? What did you do to make each
student feel good about himself or herself as a valued learner?
Students may have felt lost in the speed of the lesson and how the class didnt learn as a whole much, there were
mini groups or individuals counting by different set of numbers (students got confused with which set they are
meant to count with)
Comments on Future Lesson Directions: Are there areas you need to go over or move beyond?
Allow more time for introduction section with 4 number equations, students seem to get quite confused about it,
and when marking there were mistakes evident
Reflection on Lesson: How was the timing or the flow of the lesson? What other observations did you make?
What were the positive points of your lesson?
Timing of the lesson needed to either be lengthen but due to out restrictions of the day we worked with what we
had, probably needed another 15 minutes all up to allow a longer introduction and longer on working with my own
focus group.
Follow-up: Were there other areas you feel you could concentrate on in the future for your own learning? Are
there any issues (content, questions etc) you need to follow up with students?
Place Value, so moving say from 16995 + 7, students seem to count up to 5 then only add an extra 1 or add too
many, so teach the strategy of make to ten and other counting strategies.
Other Notes: