Grade: 2nd
Ready Lesson 4: Understand Even and Odd Numbers
Standards: 2.NBT.A.2
2.OA.C.3
Vocabulary
How will counting within 1,000
help me to develop fluency in my
number sense and awareness?
2.OA.C.3
What do I know about even and
odd numbers? How can pairing
objects be used to show whether a
number is even or odd?
Big Idea
2.NBT.A.2
Counting the sequence of numbers
provides students with an
understanding between counting
and the operations of addition and
subtraction (e.g., adding 2 =
counting forward, while
subtracting 2 = counting
backward).
Learning Targets

Essential Questions
2.NBT.A.2
How does skip counting by 5s, 10s,
and 100s, develop number sense
and awareness? How will finding a
number pattern be helpful?
Week: 6
Count within 1000; skip-count by
5s, 10s, and 100s.
Determine whether a group of
objects (up to 20) has an odd or
even number of members, e.g., by
pairing objects or counting them
by 2s; write an equation to
express an even number as a sum
of two equal addends.
•
•
•
•
•
•
•
•
•
backward/ forward
count back/count on
group
pattern
repeated addition
rule
skip counting
even
odd
Math PracticesSMP #1 - Make sense of
problems and persevere in
solving them.
SMP #3 – Construct viable
arguments and critique the
reasoning of others.
SMP #7 - Look for and make use
of structure.




Students must know the meaning of even
and odd numbers.
Students must know that any even number
can be split into two equal groups.
Students must understand how skipcounting can help them with other
operations and patterns (e.g., skip counting
by 10 is the same as adding 10).
Students must determine if a group of
objects is even (by pairing objects, counting
by twos, or another strategy).
Students must determine if a group of
objects is odd (by pairing objects, counting
by twos, or another strategy).

Students must be able to skip-count verbally
by 5s, 10s, or 100s from any given number
within 1,000.

Students must write an equation to express
an even number as a sum of two equal
addends.
Rationale:
By finding patterns in skipcounting by 5s, 10s, and 100s,
students will develop flexibility in
thinking and number sense.
Second Grade students count within 1,000. Thus, students “count on”
from any number and say the next few numbers that come afterwards.
Second grade students also begin to work towards multiplication
concepts as they skip count by 5s, by 10s, and by 100s. Although skip
counting is not yet true multiplication because students don’t keep track
of the number of groups they have counted, they can explain that when
they count by 2s, 5s, and 10s they are counting groups of items with that
amount in each group.
2.OA.C.3
Numbers can be classified as odd
or even. If a number is even, it can
As teachers build on students’ work with skip counting by 10s in
Kindergarten, they explore and discuss with students the patterns of
numbers when they skip count. For example, while using a 100s board or
number line, students learn that the ones digit alternates between 5 and 0
Strategies
Skip Counting:
Use a hundred chart to find patterns for skip
counting.
Ask students to count by tens starting at 17 and
stopping at 100. So students would say 17, 27, 37,
47, 57, 67, 77, 87, 97.
On a hundreds chart, color in all the numbers you say
when you count by two and start with two. Ask your
students questions like; Will you always get an even
number? What happens when you skip count by 5's?
Start and Jump Numbers:
be split into two equal parts.
Understanding the concepts of
even and odd numbers is important
to later concepts of division and
prime numbers.
TNCore Task:
Task 5: Pencils
Journal Task
when skip counting by 5s. When students skip count by 100s, they learn
that the hundreds digit is the only digit that changes and that it increases
by one number.
Second graders apply their work with doubles to the concept of odd and
even numbers. Students should have ample experiences exploring the
concept that if a number can be decomposed (broken apart) into two
equal addends or doubles addition facts (e.g., 10 = 5 +5), then that
number (10 in this case) is an even number. Students should explore this
concept with concrete objects (e.g., counters, cubes, etc.) before moving
towards pictorial representations such as circles or arrays.
Display a hundreds chart so students can see the
numbers. Have students make a list of numbers
beginning with 4 and skip count by 5. The 4 is called
the “start number” and the 5 is called the “jump
number”. Ask the students what patterns they see.
#1 Tim counted from 0 to 50 by 5s.
Carl counted from 0 to 50 by 10s.
What numbers did they both say?
Choose a number between 1 and
10. Show what the next five
numbers will be if you skip count
by 5s from this number. Repeat
with other starting numbers.
#2 Take a handful of counters.
Group the counters in pairs. How
many do you have? Is this an even
or odd number? How do you
know? Repeat with other handfuls
of counters.
Is 16 an even or an odd number?
Prove your answer.
Number Talks by Sherry Parrish
Second Grade Number Talks
Pages 119-145
Activities
Activities & Student Resources for
this standard:
2.NBT.A.2
Graphic Organizers in Math:
Put a rule (i.e. Skip counting by 3
in the center of a Frayer Model
Games
Roll a Pattern:
Give students a number to
use for skip counting,
such as 2, 5, 10, 25, or
100. Have them generate
a starting number by
Books
Skip Counting
 512 Ant on Sullivan Street - Carol Losi
(doubling)

98, 99, 100. Ready or Not, Here I Come Teddy Slater (skip counting of various
Additional Support
Games, Lessons, Student Resources, & Videos for
this standard:

https://www.illustrativemathematics.org/
content-standards/tasks/620

http://maccss.ncdpi.wikispaces.net/file/vie
(Appendix B). Have students make
different patterns that follow the
skip counting rule.
 http://www.polkfl.net/staff/grants/pefgra
nts/documents/catalogs/s
arasesser.pdf

Circle Counting

Count by Fives Game

Count by Tens Game

Counting Collections

Skip Counting Cards
2.OA.C.3
Second graders apply their work
with doubles to the concept of odd
and even numbers. Students should
have ample experiences exploring
the concept that if a number can be
decomposed (broken apart) into
two equal addends or doubles
addition facts (e.g., 10 = 5 +5),
then that number (10 in this case) is
an even number. Students should
explore this concept with concrete
objects (e.g., counters, cubes, etc.)
before moving towards pictorial
representations such as circles or
arrays.

http://livelaughlovesecon
d.blogspot.com/2012/07/
even-and-odd-appletrees.html (SO GOOD!)

http://www.educationwo
rld.com/a_lesson/mathodd-even-game.shtml
rolling a number cube or
picking a number out of a
card deck. Have students
complete their number
pattern.
Place Value Dice Roll
Have students roll a threedigit number with place
value dice. Have students
choose a ten or hundred to
count forward to or
backward from.
Pattern Riddles:
Have students write
riddles about patterns for
partners to guess. For
example, my pattern skip
counts by 10 and has 63
in it. What other numbers
could be in my pattern?
This should be an
ongoing activity and
should be completed
during morning work
and not necessarily
during the mathematics
class.
numbers)

Arctic Fives Arrive - Elinor Pinczes (skip
counting by 5s)

Double the Ducks - Stuart Murphy
(doubling)

King's Commissioners - Aileen Friedman
(multiplication, skip counting)

Math Appeal - Greg Tang (grouping and
skip counting)
Odd/Even
 Even Steven and Odd Todd - Kathryn
Cristaldi

Missing Mittens - Stuart Murphy (odd
and even)

My Even Day – Doris Fisher

Number Ideas Through Pictures Mannis Charosh
(even,square/triangular numbers)

Ocean Counting: Odd Numbers - Jerry
Pallotta

Odds and Evens - Thomas O'Brien

One Odd Day - Doris Fisher (odd and
even numbers)

Underwater Counting: Even Numbers Jerry Pallotta
Manipulatives
*Unifix Cubes
*Base Ten Blocks
w/CCSSMathTasks-Grade2.pdf

Even Odd Scoop
*Ten Frames

Even Odd Song
*Rekenreks
*Dice
*Playing Cards
Name: ___________________
Math Choice Board
Spiral Review
Week Six
Directions: Complete the whole board. Staple all work to the pack of this page. Good Luck!
Addition
Missing Addend
Odd or Even Number
Is 14 an odd or even number? Prove your
answer!
10 + 12 =
7 + ____ = 12
Counting
Word Problem
Subtraction
Count by 10s. Start at 40 to
count to 100.
Cameron has 9 marbles. Stacey has 4
marbles. How many marbles do they have
in all?
14-7 = ____
Word Problem
Money
Denise has 12 crayons. She gave 5 away.
How many crayonsdoes she have now?
How much is 2 dimes, 2
nickels, and 2 pennies?
Geometry
Draw a hexagon. How many
sides does a hexagon have?