Lesson 4

Decompose Even and Odd Numbers

Lesson Purpose

The purpose of this lesson is for students to represent even numbers as the sum of two equal addends.

Lesson Narrative

In previous lessons, students determined whether groups of objects and representations had an even or odd number of objects by creating 2 equal groups or pairing objects.

In this lesson, students explore patterns in the ways they can represent even and odd numbers as sums of two addends. In the first activity, they decompose even and odd numbers in different ways and notice that only the even numbers of objects could be decomposed into two equal addends. In the second activity, students practice decomposing numbers into two equal addends and verify that even numbers can be represented as a sum of two equal addends. They will continue to use expressions with equal addends to represent arrays in upcoming lessons and will relate multiplication expressions to addition expressions with equal addends in grade 3.

Throughout the lesson, it is important to emphasize that even numbers can be represented as a sum of two equal addends. Avoid communicating a misconception that odd numbers can not be represented as a sum of two equal addends. Students will learn that odd numbers cannot be represented as a sum of two equal whole numbers as they learn more about whole numbers and fractions in later grades.

  • Representation
  • MLR5

Learning Goals

Teacher Facing

  • Represent an even number as the sum of two equal addends.

Student Facing

  • Let’s represent even and odd numbers.

Required Materials

Materials to Gather

Required Preparation

CCSS Standards

Building On


Lesson Timeline

Warm-up 10 min
Activity 1 20 min
Activity 2 15 min
Lesson Synthesis 10 min
Cool-down 5 min

Teacher Reflection Questions

Throughout the year, students have practiced adding and subtracting within 20 to develop fluency. How did students leverage their fluency to decompose numbers into 2 equal addends?

Suggested Centers

  • Target Numbers (1–5), Stage 7: Subtract Hundreds, Tens, or Ones (Supporting)
  • Five in a Row: Addition and Subtraction (1–2), Stage 8: Add within 1,000 with Composing (Supporting)
  • How Close? (1–5), Stage 4: Add to 1,000 (Supporting)

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