University of Idaho Lesson Plan: Ccss - Math.Practice - Mp3

University of Idaho Lesson Plan
Name: Whitney Patient

Date: February 18, 2015
Grade: 2nd Grade Mathematics
Topic: Even and Odd Number Assessment
The Big Idea:
Since we have covered all the standards relating to evens and odds for the second grade, I will be giving
an assessment to get an idea of the concepts the students have mastered and what concepts I need to
revisit before moving on. How to identify if a number is even or odd is essential in breaking apart
numbers and will allow students to build a foundation for working on multiplication, particularly for
multiplying by 2s. They will know how to figure out if a number is even or odd by using array math to
see that there are equal groups of 2 or if there is one left over. They will be able to write an equation to
represent the addends.
Common Core State Standards and how they relate:
CCSS.MATH.CONTENT.2.OA.C.3:Determinewhetheragroupofobjects(upto20)hasanoddoreven
numberofmembers,e.g.,bypairingobjectsorcountingthemby2s;writeanequationtoexpressaneven
numberasasumoftwoequaladdends.
o HOW:Learninghow2equalgroupsshowifanumberisevenandifthereisoneleftovermakesa
numberoddisanessentialpartofevenandoddnumbers.
CCSS.MATH.PRACTICE.MP3:Constructviableargumentsandcritiquethereasoningofothers.
o HOW:Allowingstudentstousetheirtoolsoflearningtobeabletocreateargumentsanswering
whetherornot
CCSS.MATH.CONTENT.2.OA.C.4:Useadditiontofindthetotalnumberofobjectsarrangedin
rectangulararrayswithupto5rowsandupto5columns;writeanequationtoexpressthetotalasasumof
equaladdends.
o HOW:Showingstudentshowarraysrelatetomorethanoneconceptinmathwillgivethema
valuabletooltheycanusewhentryingtofigureoutifanumberhasequalgroupsorifitisoddand
thereisoneleftover.
Objectives: (what the students will be able to do as a result of the lesson)

TSWBAT:
Students will be able to show how doubles relates to even numbers and write
number sentences to express sums.
TSWBAT:
Students will be able to pair objects and skip count to relate to even numbers.
Materials and/or Technology needed:
Promethean board with ActivInspire software.
Each students individual Promethean clicker.
Assessment worksheet
Students privacy folder
iPads
Netbooks
Activities/Procedures: (include anticipated time for each)
Introduction/Activator:
Since I will be giving the students and assessment today, I will open up the ActivInspire flipchart
I created and review concepts we worked on all week to review doubling before I give the
assessment worksheet. Going over all of the newly learned concepts gives students the chance to
see how to solve the problems again to refresh their memory. Pulling popsicle sticks will ensure
cold call and the opportunity for all students to come up to the board and give answers.
I will have a few pages on the flipchart that have an assortment of objects and student are to sort
them into 2 equal rows or columns and then add up to get the total. I will then pose questions to
the class and they can then answer the question on their clickers. By using their Promethean
clickers to answer questions, I can assure that everyone is participating and I can check for
understanding of the objective. In my classroom we use the rotational model so we would use our
math time with a short lesson and then follow with three math centers.
Today is a testing day, so I will remind students that no one is at a visiting center and everyone
should be quietly doing their own work so that the students taking their tests can do so in a quiet
environment so they are able to concentrate.
Students are already grouped into 3 different centers for math, which are yellow, teal, and pink.
For the first center rotation, I assign a center with a group and then the students rotate clockwise.
(15 mins. total)
Class activities: (what you/students will do):
1. Assessment Center: At center number one,
I will be proctoring their evens and odds
math assessment. Students will need their
privacy folders to keep out wandering eyes
and make sure that they are doing their own
work. I will allow the students as much time
as they need to finish their test. If a student
needs more time that 15 minutes, I will have
them work on it during the time they go onto
the computer center, hence why it is the next
center in the rotation. For students finished
early they can practice fact fluency on the
iPads.
(15 min. rotation)
2. Kahn Academy: At center number two, we
will have the students work on Kahn
Academy on the netbooks where they can
practice second grade concepts at their own
pace. There should be no finishing early as
every student has skills to be working on. If
they master a skill, they will be given a heart
to glue up on the board.
(15 min. rotation)
3. Even/Odd Story Problems with QR Code:
At center three, students will be working on
a worksheet that has 15 story problems that
investigate how we know if a number is
even or odd. An example question would be
Ashley and Ally share everything equally.
If they have 12 new bracelets, will they have
an even amount to share?
(15 min. rotation)
Class activities: (why you will do them)

1. Having the assessment at a center allows
for the teacher to manage the testing closer

while still being able to manage the rest of
the classroom. Students will be taking an
assessment because I have gone over all of
the second grade standards relating to
evens and odds and formally assessing
them will allow me to see if there are any
areas I need to revisit before moving on.
2. Students will work on Khan Academy to
incorporate differentiated skills where they
get more practice with second grade math
mastery skills. Khan academy is fun for
the students and has the achievement
incentive of mastering skills. Since we are
required to use technology in every chance
we get in the classroom, this center will be
done on the computers.
3. Having the students work through story
problems that deal with even and odd

numbers will allow the students to take the
new concepts they have learned the past
couple of days and relate them to real life
problems.
Closure/Reminders:
As we wrap up the last center, the students will stop, clean up quietly and return to their seats
when I say 5, 4, 3, 2, 1.
I will tell the students to silently have the girls line up at the front of the classroom and boys line
up in the back of the classroom. When they are finished, I will prompt the students with the
question, Do we have an equal amount of boys and girls in our class?
Have the girls count off to figure out how many girls we have in our class and then have the boys
do the same, then write the two totals on the board. Have the students use their clickers to click in
their answers, then they may wash their hands for lunch.
Assessment: (how you will know students met the objectives - include rubrics)
Formal Assessment will be by using the rubric below to score the students on their worksheets that they
handed in. This rubric allows us to grade on other aspects than just correct answers such as whether or
not the students were working hard to complete their worksheet, that they are able to show how they got
their answers, and why they think their answers are correct Since this rubric will be used for an
assessment and not just a worksheet, I will also be checking that the answers are complete and accurate.
Completion/
Accuracy
All problems
are completed
and accurate.
All but one of the

problems are
completed and
accurate.
All but two of the

problems are
completed and
accurate.
Several of the
problems are
not completed and accurate
Mathematical
Concepts
Explanation
shows
complete
understanding
of the
mathematical
concepts used
to solve the
problem(s).
Explanation
shows substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows some
understanding of
the mathematical
concepts needed
to solve the
problem(s).
Explanation
shows
very limited
understanding
of the underlying
concepts
needed to solve the
problem(s) OR
is not written.
Mathematical
Reasoning
Uses complex
and refined
mathematical
reasoning.
Uses effective
mathematical
reasoning
Some evidence of Little evidence

mathematical
of mathematical
reasoning.
reasoning.
Accommodations/Differentiation:
If a student is having trouble with the concept of evens and odds, I will use the counting
cubes and show them how if we have 8 counting blocks then we have 2 equal groups of 4 so
therefore 8 is even. Then I will take one away and show the student that now there are 7
blocks and there are 2 equal groups of 3 but there is one left over so therefore 7 is odd.
If a student is having a problem with the idea of groups of 2 or building arrays, I will also
use the counting blocks to give the students a visual since it is easier for some students to be
able to visual what is being asked of them.
If our ERR student is in the classroom for math time, I will set him up on a computer so
that he is able to work on simple addition and writing numbers through a program
provided by his extended resources teacher. Although he is not expected to be in our
classroom for math, sometimes he comes down to be part of the class due to unforeseen
circumstances.
Reflection: (after lesson is taught)
AssessmentWorksheet:

University of Idaho Lesson Plan: Ccss - Math.Practice - Mp3

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University of Idaho Lesson Plan

Name: Whitney Patient

Objectives: (what the students will be able to do as a result of the lesson)

Class activities: (why you will do them)

for the teacher to manage the testing closer

problems that deal with even and odd

All but one of the

All but two of the

Some evidence of Little evidence

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