Patterns and Algebra 15_Overview of Learning Plan
(Year 3) ACMNA056, ACMNA057, ACMNA051, NSW MA2-6NA, MA2-8NA
Explaining odd and even numbers.
THIS IS A SUMMARY OF THE LEARNING PLAN, DESCRIBING THE SEQUENCE OF LEARNING WHICH WILL OCCUR OVER MULTIPLE LESSONS. COMPLETE LEARNING PLAN STARTS ON THE NEXT PAGE.
Halve
numbers
identifying
even and
odd
numbers.
Identify
multiples
of 2 are
even.
Children:




Children
 ask one another questions about odd and even numbers, for
example:
halve low even numbers, for example,
1
10 ÷ 2 = 5
of 10 = 5
2
identify even numbers may be halved to create a whole number
halve low odd numbers, for example,
1
10 ÷ 2 = 5
of 10 = 5
2

identify odd number leave a remainder when halved

halve higher even numbers by partitioning, for example,
1
16 ÷ 2 =
of 16 =
2
10 + 6
10 + 6
 identify preferred multiples are even numbers
 identify all even numbers are multiples of 2

How could we halve this number?

When we halved the number, did we get a whole number?

Is this number odd or even?

When we halved the number, did we get a remainder?

Is this number odd or even?

How could we halve this large number using preferred
multiples?

Could we partition the number into our preferred
multiples of 2?

What do you notice about our preferred multiple of 2?

Are all of our preferred multiples even numbers?

Are all multiples of 9 even?
 Are all non-multiples of 2 odd numbers?
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Patterns and Algebra15_Explicit Learning Plan
(Year 3) ACMNA056, ACMNA057, ACMNA051, NSW MA2-6NA, MA2-8NA
THIS IS THE FULL LEARNING PLAN, WITH DETAILS OF ACTIONS AND QUESTIONS THAT MAY BE USED TO DEVELOP DEEP UNDERSTANDING OVER MULTIPLE LESSONS.
Explaining odd and even numbers.
Resources: counters, cards, pencil, paper
EXPLICIT LEARNING
What could we do?
Focuses
children’s
Children think about, talk and listen to a friend about, then have the
thoughts on the opportunity to share what they already know.
concept, exposing
current
understanding and
any
misconceptions.
Reviews
halving an even
number and
getting a whole
number,
(Patterns and
Algebra 9,
Fractions and
Decimals 2)
Display an even numbers of counters halved / divided by 2
What language could we use to explain and ask questions?
►
Today brings an investigation about odd and even
numbers.
►
What do you know about odd and even numbers?
►
Talk about odd and even numbers with a friend.
►
Is anyone ready to share what they are thinking about
odd and even numbers?
►
We’ve investigated odd and even numbers.
►
And we found that we can halve an even number and get
a whole number.
►
We’ve investigated halving.
►
And we found that halving means dividing by 2.
►
We found that when we halve an odd number, we have 1
remaining.
array, for example,
Display an odd numbers of counters halved / divided by 2
array, for example,
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Reviews
dividing by 2 and
halving
(Multiplication
and Division 10)
Record, for example,
10 ÷ 2 = 5
1
2
of 10 = 5
Reviews
the meaning of
the denominator.
(Fractions and
Decimals 7)
Record, for example,
16 ÷ 2 =
10 + 6
1
►
We’ve investigated dividing by 2.
►
And we found that we can record dividing by 2 as
halving.
►
We investigated the denominator.
►
We found that the denominator tells us that the number
that we divided by.
►
So because the denominator in a half is 2, we divided by
2.
►
When we halve 10, do we get a whole number?
►
Is 5 a whole number?
►
If we get a whole number when we halve 10, is 10 odd or
even?
►
Is 10 an even number?
►
We’ve investigated halving larger numbers.
►
And we found that we partition the number using
preferred multiples to halve it.
►
Let’s look at our preferred multiples – 10 and 6.
►
Are 10 and 6 odd or even numbers?
►
Are 10 and 6 even numbers?
►
Do you think all multiples of 2 are even?
of 16 =
2
10 + 6
Record, for example,
15 ÷ 2 =
10 + 5
4 + 1
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Allow children time now to engage in guided and independent investigation of
halving numbers, describing the numbers as odd or even depending on whether
the halving resulted in a whole number with no remainder.
►
Let’s look at our preferred multiples when we halve 15 –
10 and 4, with 1 remaining.
►
Are 10 and 4 odd or even numbers?
►
Are 10 and 4 even numbers?
►
Are our multiples of 2 even?
►
Why do we have 1 remaining?
►
Do we have 1 remaining because 15 is not a multiple of
2?
►
If 15 is not a multiple of 2, is 15 an odd number?
►
Are all odd number not multiples of 2?
Children investigate halving numbers, identifying whether they are odd or even dependant on whether they result in a whole number or have a remainder.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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