Primary lesson on Odd and Even

This is a lesson I did to help students get a better grasp on odd and even numbers. The students really enjoyed it and learned a lot. I think it could be used for Kinder or First grade too.


Lesson Plans:


Odd and Even Lesson
Second Grade
Adapted from a Lesson by Alta Allen
http://www.learnnc.org/lp/pages/3621

Objectives. Students will learn the concept of odd and even numbers by counting and sharing candies. Students will demonstrate the ability to identify odd and even numbers by selecting and categorizing odd and even numbers on a Smartboard, showing odd and even numbers of cubes, writing odd and even numbers, and filming or photographing odd and even things around the school.

We begin by telling about things that come in pairs, like shoes, feet, paws etc. We will tell that an even number is one that can be shared equally between two people.
We will model handing out odd versus even numbers of Smarties candy to pairs of students to try to see if they can be shared equally.

Show odd and even movie from DiscoveryEducation:
The Living Numbers: Odd and Even up to Twenty (segment of The Number Crew: Drinks for All). Then students act out forming even number by lining up with matching lines and adding one or taking one away to change it to and odd number.

Practice identifying odds and even numbers to 20 with cubes.
Then show students how to identify larger odd and even number by looking at the last digit.
Students drag objects from Smartboard images that are odd and even to their respective sides.
Practice the odd and even chants.
Then students form groups. Two groups will go around the school with video camera to get students to act out odd or even numbers. Two groups will go with digital camera to photograph evidence of various odd and even objects. One group work with teacher to search Creative Commons photos from flickr.com.
Following day. Students work in center rotation to record audio descriptions of the odd and even photos. One group works to add titles and practice Windows Movie Maker.

Second Grade Lesson on Teaching Place Value.

Here is a lesson I created last week for my second graders in math:
Grade Level Essential Target:
1.1c Use objects and pictures to represent whole numbers including odds and evens from 0 to 1000
1.2.c Group objects by ones, tens and hundreds according to place value (for example: given 9 ones, 5 tens and 4 hundreds the student can write the number 459; given the number 459, the student can show 4 hundreds, 5 tens and 9 ones)
ISTE NETS Standard 2. Design and Develop Digital-Age Learning Experiences and Assessments (2a: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity)

Student friendly objective: We will use objects to show numbers up to 1,000. We can use place value to help us group and count large numbers of objects.
Language Objective: We will use language that helps us work as a team. We will use writing and speaking with math words and numbers to show our answers.

Resources needed: Smart board, straws, rubber bands.

Open the lesson by reviewing counting by tens.
Begin by telling students that when we get a lot of things to count we need a good way of counting. Bring a bag of M&Ms, a deck of cards and some other items that contain many objects. Ask the students to discuss with their elbow partner something that contains a lot of objects. Give students a sentence starter: One thing that contains a lot of items is…. Put students into groups of five and dump a bag full of straws (at least 50) on the table. Tell them they will need to use complete sentences to ask questions and to help them work as a team. (“I have x straws. How many do you have?”) Ask them to work together to count the straws. Observe how the students work together and praise any examples of teamwork. After a few minutes, bring the students back together and tell them that if you have numerous objects it is easiest to count them in groups rather than one by one.
Now break out some rubber bands and start to group the straws into bundles of ten. Ask students to use polite language such as “Could you please pass me a rubber band? I need five more straws. Could we share to make a bundle?” Show the students that we will group exactly ten straws for each bundle, and then we can count by tens. Leftover straws do not get bundled. Let the students return to their groups and circulate to check with students as they proceed.

After the students have counted write the numbers for each group while counting the bundles. Review the concepts of tens and ones with students. Tell the students that if we want to count all the straws from each table group together we might even want to put together 10 bundles to form groups of 100. Use the Smart board to show place value boxes. Practice writing a variety of two and three digit numbers and call on students to identify the number of ones, tens, and hundreds. Have students use precise math terms such as, “There are x hundreds, x tens and x ones.”
Then use the blank base ten chart in the place value folder of smart board under “Mathematics”, then “Number Concepts and Operations” or search by keyword. Type in labels for the chart then from the Place Value folder use the ones, tens, and hundreds blocks to represent various numbers and have the students write the numeric value for the blocks chosen on white boards. In the video I show how to set this lesson up.

Differentiation: The lesson offers tactile and visual forms of learning. Because of the ease of manipulating the smart board manipulatives the number of place values being taught and assessed can be increased or decreased to work within a variety of zones of proximal development.

An additional lesson based on counting candy can be found here.

http://peabody.vanderbilt.edu/depts/tandl/mted/faculty/Mted3250/HtmlPapers/Diane%20&%20Michael.html

Virtual Manipulatives, First Grade

This evening we just had a great skype chat on Using the SmartBoard in the standards-based classroom. The focus was on what was working well and we talked about engagement, math, and literacy. The consensus was that there was a need for more training or refresher courses. Some ideas where bandied about regarding students teaching other students or creating short training sessions in peer to peer learning. I like the idea and I'm going to share some screen capture tips in one of my subsequent postings. Much of the focus was on math and so I'd like to show a short clip of some place value work we did this week using the National Library of Virtual Manipulatives at http://nlvm.usu.edu/en/nav/vLibrary.html.

Specifically we are using base blocks to represent place value. This address the Grade Level Essential Target of 1.2C: c) Uses objects to show meanings of = ,<, >, from 0 to 100. e) Uses multiple models to develop initial understanding of place value of ones and tens (base ten blocks, abacus, computer, manips). This is a great place to differentiate because while all first graders need to represent up to 100, many of my students can use blocks to show numbers in the thousands. (Please note this website is available in Spanish as well)What I like about the base blocks virtual manipulatives is that they are easy to move around, you get immediate corrective feedback from the number counter, and it is a fast way to demonstrate mastery of a difficult concept.

Here is a short video of my class doing some base block exercises. In the first two segments I am filming but for most of the class work my students film everything and do all the documenting with the digital cameras. Each week I assign a class photographer who take all the pictures and videos. They are filming the third segment. As you can see, it is a bit shaky (Note to self "Get tripod"). Mildly reminiscent of the Blair Witch Project.