¿Es par o impar?
In a previous lesson, students learned the terms even and odd and saw that if a group has an even number of objects, it can be separated into two equal groups and that each object can be paired with another object.
In this lesson, students justify why a number is even or odd using methods based on making two equal groups, pairing objects, or skip-counting by 2. Some students may begin to justify why a group of objects has an even or odd number of members by using equations with two equal addends to represent even numbers of objects. In the second activity, they interpret addition equations in this way and connect the equations to representations of 2 equal groups (MP2).
- Action and Expression
Activity 2: Clasificación de tarjetas: Par o impar
- Determine whether representations of groups of objects show an even or odd number of objects.
- Expliquemos por qué el número de objetos de un grupo es par o impar.
- Each group of 2 needs access to counters and blue and yellow crayons or colored pencils.
- Create a set of cards from the blackline master for each group of 2.
|Activity 1||15 min|
|Activity 2||20 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- 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)
Print Formatted Materials
Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials.
|Student Task Statements||docx|
|Lesson Cover Page||docx|
|Cool Down||Log In|
|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|