# Lesson 3

¿Es par o impar?

## Warm-up: Conteo grupal: Contemos de 2 en 2 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting by 2 and notice patterns in the count. Although students are not required by the standard to count by 2, this warm-up allows students to pay attention to patterns that will be helpful later in the lesson when students determine and justify whether a group of objects is even or odd.

### Launch

• “Cuenten de 2 en 2, empezando en 2” // “Count by 2, starting at 2.”
• Record as students count.
• Stop counting and recording at 40.

### Activity

• “¿Qué patrones ven?” // “What patterns do you see?”
• 12 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”

## Activity 1: Coloreemos según el número (15 minutes)

### Narrative

The purpose of this activity is for students to determine whether a group of objects is even or odd. The context and the structure of the images allow students to look for ways to make 2 equal groups (1 yellow group and 1 blue group) or make pairs (1 yellow and 1 blue). Students are given access to yellow and blue crayons or colored pencils, but are not required to color the designs. Some students might be able to answer all of the questions without coloring.

Students who color the images or pair them in an organized fashion are determining whether there are an even or odd number by finding a visual structure in the collection of images (MP7).

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase what the words even and odd mean. Refer back to the t-chart that has been made in previous lessons.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 2 needs access to counters and blue and yellow crayons or colored pencils.

### Launch

• Groups of 2
• Give students access to counters and yellow and blue crayons or colored pencils.
• Display or draw:
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are 6 circles. There are 3 yellow circles and 3 blue circles. I wonder if it’s a pattern - yellow, blue, yellow, blue, yellow, blue)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

### Activity

• “Han quiere colorear otros diseños de manera que haya el mismo número de círculos amarillos que de círculos azules” // “Han wants to color other designs so that he has the same number of yellow circles and blue circles.”
• “Usen el diseño, algunos símbolos o sus propias representaciones para decidir cuáles diseños puede escoger Han. Prepárense para compartir con su compañero cómo pensaron” // “Use the design, symbols, or your own representations to figure out which designs Han should pick. Be ready to share your thinking with your partner.”
• 5 minutes: independent work time
• Monitor for students who:
• color or label with color names
• find 2 equal groups
• pair shapes
• 3 minutes: partner discussion

### Student Facing

Han quiere completar un diseño coloreando el mismo número de figuras de amarillo que de azul.

1. ¿Cuáles de estos diseños puede escoger Han? Muestra cómo pensaste. Usa diagramas, símbolos u otras representaciones. Si te ayuda, usa fichas.
2. Dibuja un diseño con círculos que le sirva a Han y otro que no.
3. Priya dibujó un diseño que tiene 6 círculos, 3 triángulos y 3 cuadrados. ¿Podrá Han colorearlo de la manera que quiere? Muestra cómo pensaste. Usa diagramas, símbolos u otras representaciones. Si te ayuda, usa fichas.

### Student Response

If students match or draw designs with an odd number of shapes, consider asking:
• “Después de que Han colorea un diseño, ¿qué debe ser cierto sobre el número de figuras amarillas y el número de figuras azules?” // “What must be true about the number of yellow and blue shapes after Han colors a design?”
• “¿Cómo sabes que este diseño va a cumplir con lo que Han quiere?” // “How do you know this design will match what Han is looking for?”

### Activity Synthesis

• “¿Cuáles diseños tienen un número par de figuras? Expliquen cómo lo saben” // “Which designs have an even number of shapes? Explain how you know.” (A and D because there is an equal number of yellow and blue. A and D because every yellow circle can be paired with a blue circle.)
• “¿El diseño de Priya tiene un número par o un número impar de figuras? Expliquen cómo lo saben” // “Does Priya’s design have an even or odd number of shapes? Explain how you know.” (Even. You could make 2 equal groups of shapes. You could pair each circle with another shape.)

## Activity 2: Clasificación de tarjetas: Par o impar (20 minutes)

### Narrative

The purpose of this activity is for students to determine and justify why a representation shows an even or odd number of objects. They connect equations to visual representations and use them to reason about even and odd numbers (MP2). Although some images may be designed to elicit reasoning about 2 equal groups or pairs of objects, students should be encouraged to explain their thinking using the method that makes the most sense to them.

This activity uses MLR8 Discussion Supports. Advances: speaking, listening, conversing

### Required Materials

Materials to Copy

• Even and Odd Card Sort

### Required Preparation

• Create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• Give each group a set of cards.

### Activity

• “Cuando sea su turno, escojan una tarjeta. Decidan si esta muestra un número par o un número impar de objetos. Luego, explíquenle su elección a su compañero. Ubiquen cada tarjeta en la colección de los pares o en la colección de los impares” // “When it’s your turn, pick a card. Decide whether it shows an even or odd number of objects. Then, explain your choice to your partner. Place each card into the even group or the odd group.”
• “Si su compañero está de acuerdo, sigan clasificando sus tarjetas” // “If your partner agrees, continue sorting your cards.”
• “Si su compañero no está de acuerdo, escuchen sus explicaciones y juntos decidan cómo clasificar la tarjeta” // “If your partner disagrees, listen to their explanations and make a decision together about how to sort the card.”
MLR8 Discussion Supports
• Display sentence frames to support small-group discussion:
• “Esta tarjeta muestra un número par porque . . .” // “This card shows an even number because . . .”
• “Esta tarjeta muestra un número impar porque . . .” // “This card shows an odd number because . . .”
• “Estoy de acuerdo porque . . .” // “I agree because . . .”
• “Estoy en desacuerdo porque . . .” // “I disagree because . . .”
• 12 minutes: partner work time
• Monitor for a variety of ways students explain how they know a representation shows even or odd for sharing in the lesson synthesis.

### Student Facing

1. Clasifica tus tarjetas en dos colecciones: una que tenga números pares y otra que tenga números impares.

Explícale a tu compañero cómo pensaste.

2. Encuentra 3 tarjetas que muestren el mismo número. Explícale a tu compañero cómo cada tarjeta muestra de una forma distinta si el número es par o es impar.

### Activity Synthesis

• Invite previously identified students to share a match that shows an even number of objects.
• “¿Cómo muestran estas tarjetas que el número de objetos es par?” // “How do these cards show that the number of objects is even?”
• Invite previously identified students to share a match that shows an odd number of objects.
• “¿Cómo muestran estas tarjetas que el número de objetos es impar?” // “How do these cards show that the number of objects is odd?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy practicamos cómo identificar si una representación dada de un grupo de objetos mostraba un número par o un número impar de elementos” // “Today we practiced identifying whether different representations of groups of objects showed an even or odd number of members.”

“Piensen en al menos dos formas diferentes en las que explicaron cómo una representación mostraba un número par o un un número impar de objetos. Luego, compartan sus ideas con su compañero” // “Think of at least two different ways you explained how a representation showed an even or odd number of objects. Then you will share your ideas with your partner.”

Listen for students who:

• Look for or create 2 equal groups.
• Look for pairs or pair objects.
• Count the objects by 2.

Share and record responses.