Even or Odd, Activity 2
2(7)(A)
Activity Objective
Materials
I can show that a group of objects represents an even
or odd number.


Even or Odd: Fact First
Counters—40
I will explain the difference between an odd and an
even number.
Answer Key
Possible answers.
Fact
This is true because . . .
17 is an odd number.
When I pair the counters, there is one counter that does not
have a pair.
20 is an even number.
When I pair the objects, all are paired with another object.
25 is an odd number.
When I pair the objects, there is one counter that does not
have a pair.
36 is an even number.
When I pair the objects, all are paired with another object.
Debriefing Questions

How did using counters to represent a number
help you prove that a number was even or
odd?

When using objects to represent an even whole
number, what is always true about pairing?

When using objects to represent an odd whole
number, what is always true about pairing?
Listen For . . .


Understanding that when all counters are
paired the number being represented is even
and when one counter is not paired, the
number being represented is odd.
Understanding that when using objects to
represent numbers, even numbers result in a
complete pairing of objects and odd numbers
result in an incomplete pairing of one object.
© 2015 Region 4 Education Service Center
Communicating about
Mathematics
Students may respond by talking to
a partner and recording a written
response in the space provided.
An odd number is _____. An even
number is _____.
Listen/Look For . . .
Understanding that when using
objects to represent numbers, even
numbers result in a complete
pairing of objects and odd numbers
result in an incomplete pairing of
one object.
Student Name: _____________________________
Date: ________________
Even or Odd: Fact First


Use counters to prove why each statement below is true.
Sketch a picture of your counters to show that the fact is true.
Fact
This is true because . . .
17 is an odd number.
20 is an even number.
25 is an odd number.
36 is an even number.
Communicating about Mathematics
What is the difference between an odd number and an even number?
© 2015 Region 4 Education Service Center
More or Less, Activity 2
2(7)(B)
Activity Objective
Materials
I can use place value to determine 10 or 100 more or
10 or 100 less than a given number.


Make it More or Less
Number cube
I can use mathematical vocabulary to describe how I
determined a number 10 or 100 more or 10 or 100
less than a given number.
Answer Key
Possible answers.
Starting Number
Change
New Number
245
10 less
235
987
100 more
1,087
Debriefing Questions

What do you notice about each starting
number and its related new number?

How did you use place value to help you
determine each new number?

When might you have to consider changing
more than one digit when generating a new
number?
Listen For . . .


Understanding of the place-value positions and
the correct use of place-value terms: ones,
tens, hundreds, and thousands.
Understanding that changing the number may
require changing a digit in more than one
place.
© 2015 Region 4 Education Service Center
Communicating about
Mathematics
Students may respond by talking to
a partner and recording a written
response in the space provided.
Possible sentence frame:
A strategy I used to determine the
new number was _______ .
Listen/Look For . . .
Using the appropriate place value to
change a number’s value by 10 or
100.
Student Name: _____________________________
Date: ________________
Make it More or Less

Record six different numbers with a value between the numbers 100 to 1,000 in
the Starting Number column.
Roll a number cube to determine how to change the starting number.


Roll
Change
Roll
Change
Roll
Change
1
10 More
3
100 More
5
10 More
2
10 Less
4
100 Less
6
100 Less
Repeat rolling until all six ways to change the starting numbers have been
recorded.
Generate the new numbers.

Starting
Number
Change
New Number
Communicating about Mathematics
Describe a strategy you used to determine one of the new numbers.
© 2015 Region 4 Education Service Center