College of Arts and Science LESSON PLAN TEMPLATE Subject: Math Date: September 17, 2013 Teacher: Tawanda

Williams Grade: 5th Topic: Number Sense: Even & Odd Numbers Objective(s): Student will identify and describe the characteristics of odd and even numbers , identify odd and even numbers, demonstrate with games, worksheets and online games and explain orally and in written language why a number is even or odd. SOLs: Mathematics 5.3 Essential Questions: What are the unique characteristics of odd and even numbers? Why are some number considered odd and other numbers considered even? How can leftovers be compared to odd numbers? Materials/Technology: Per Student: worksheets, computers, pencils, dry erase markers, dry erase slate Group: 3 copies of Number Sense/Odd-Even game, Power Point Presentation, Differentiation: Collaboration: Students will work collaboratively during math rotation. Students will work collaboratively during Buddy Talk portion of lesson. Technology: Students will have the option to use computer to access strengthening games online after lesson is delivered. Strategy: Math Rotation Procedure: (Complete, Correct, Discuss) Engage: Student will orally discuss with their shoulder buddy (person next to them) the characteristics of odd and even numbers. Students will use dry erase markers to show their understanding of odd and even numbers. This serves as a informal preassessment for the teacher. Explore (Monitor, Connector, Relevancy): Power point presentation to be used as backdrop: Slides 1 & 2 explain the concepts of odd and even numbers. Use presentation as teaching point, ask questions and encourage discussion. Explain/Direct Instruction Slides 1, 2& 3 give details and examples of the concepts of odd and even numbers slide is animated. Animations are added to allow students time to have oral discussions before viewing the entire slide. Slide 3&4 shows written word problems and includes Buddy Talk sessions for students to discuss and answer the word problems with their neighboring classmate, answers will be discussed orally. Slide 5 will be introduced to a new game called Number Sense and play a few rounds against the teacher for understanding and enjoyment. Extend: Students will be divided into 3 groups based on math readiness and rotations will begin. Students will change rotation every 15 minutes. Use a timer or watch the clock. Station 1: Game station, students have a choice to play Odd Even Fruit Shoot @ sheppardsoftware.com or the Number Sense game which was introduced during direct instruction. Station 2: Meet With Me: one group will meet with the teacher for a small group lesson on odd and even numbers. Informal questions and practice sheets will be completed during this time. Instruction during this time is student-centered based on need and readiness. Differentiation is used based on readiness. The higher level group will spend more time working on odd-even word problems, definitions and essential understanding like: the product of two even numbers is even. The lower level group will focus on understanding why a number is considered odd based on the SOL Left Overs lesson plan the focus will be on

essential concepts like: the sum of two even numbers is even. The middle level group will receive a range of instruction that is congruent with the standards. Station 3: Independent Work: this group will work on worksheets and activity sheets independently at their desks. **Students will rotate every 15 minutes for 3 cycles until every group has visited each station once. Evaluate Students will receive formative evaluation during direct instruction. Closure No closure, these concepts will be revisited the next day. Homework Odd Even worksheet obtained from superteacherworksheets.com Assessment (Informal) informal assessment take place during direct instruction and during math rotations at Station 2: Meet with Me Assessment (Formal) this Unit includes lessons on Prime and Composite numbers, a summative assessment will be given at later time once unit is complete. Teacher Reflection: This lesson went pretty well overall. About 75% of the student already came with a clear understanding of what qualified a number as odd or even. About 90% already knew that odd numbers ended with 1, 3, 5, 7, 9 and even numbers ended with 0, 2, 4, 6, 8. That was about as far as their understanding went for this math concept so the depth that this lesson provided was essential to understanding odd and even numbers beyond the basics. For the 10-15% that did not understand odd and even numbers, having small group time during math rotations and going over the partners and leftovers lesson from the VDOE ESS lesson plan was essential. I could see the light bulbs coming on for some of them. For the higher level student who may have been bored with this lesson because they already understand why numbers are odd and even, learning the computational concepts of odd and even numbers met their academic needs. Before this lesson they had not received instruction on the principles of addition, multiplication, subtraction, and division in relation to odd and even numbers. Having the direct instruction combined in conjunction with Math rotation and collaboration made this lesson thorough. Later in the week once the students were assessed they did really well with the odd and even portion of the assessment. If I were to change anything about this lesson, I would break it up into two days because we covered a lot during one class period. Although the student grasps the lesson, I was not able to go as deep with the lowermid level students as I would have liked to. If this was my class and I was in control of the weekly schedule I would have covered it deeper on day 2.