Even & Odd Math Dribble

Date: June 23, 2015

Teacher: Amber Taylor

School: Spartan Elementary

Class: KIN 355

Equipment Used:
st
Grade Level: 1 grade
- Basketballs
Time:
- Powerpoint
Targeted NASPE Standard(s): 1, 2, 4, 5
Specific Objective: Students will understand the concept of even and odd numbers
and count them while dribbling a ball using either their dominant or non-dominant
hand to represent even or odd numbers. They will count even and odd numbers
with 80% accuracy while dribbling the ball with 75% accuracy. This will be observed
through the listening and observation of students, as well as through a written
assessment.
Concomitant Objective: Students will practice dribbling a ball while switching from
dominant to non-dominant hands, working on gross motor skills.
Time
Procedures Followed
Materials
Warm Up: None needed low physical requirements.
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Minutes
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Second
s

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Minute

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Second
s
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Minutes

Transition:
None Stay seated.

Set Induction:
Raise your hand if youre right handed? How about left
handed?
Did you know that only 10% of people in the world are
left handed? Thats 1 in 10 people.
We call the hand you use the most, your dominant
hand and the one you use less often, your nondominant hand.
Today were going to learn how to use both.
Learnable Piece:
We are going to learn how to count even and odd
numbers while dribbling a ball with our dominant and
non-dominant hands.
Presentation of New Material/Directions:
First off, lets review what even and odd numbers are.
Even numbers are 2, 4, 6, 8, 10 and so on
Odd numbers are 1, 3, 5, 7, 9, 11 and so on.
So now youll use your dominant hand for even, and
then your non-dominant hand for odd, and youll
dribble the basketball while you count even numbers

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minute

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Minutes

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Minutes

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Minute

up to 30 and then will switch and do odd numbers up

to 29.
When youre done with your first side, switch with your
partner and let them do it, and then switch back and do
the other side.
When both you and your partner are done with both
sides, come up and grab a sheet of paper from the
table where youll write even numbers to 30 and odd
numbers up to 29 to show me you understand.
Does everyone understand the directions?
Check for Understanding: Which hand will you use
to dribble while counting even numbers? How about
odd numbers? What numbers are you going to count
to?
Safety tips: Make sure that you spread out and leave
enough room between you and another group. Watch
out for your partner and others around you. Try your
best to keep your ball under control.
Transition:
Will everyone please stand up, push in your chairs.
Find a partner and give them a high five.
One of the partners needs to come up and grab a
basketball for the two of you to share.
Make sure you and your partner spread out away from
other groups as much as possible.
Activity:
We will be in a classroom, so space will be tight.
Students will spread out as much as possible between
desks or at the front of the room.
Basketballs will be in the front of the room along with
the assessment sheets.
Students will work in partners, switching in between
even and odd numbers.
Diagram:

Possible Modifications:
If students are struggling to dribble the ball, cut down
the number they need to count to, make it 15 instead
of 30. If too easy, have students increase the number
they count to up to 50.
Lesson Review:
Who can tell me what an even number is?

-Basketballs
-Assessment
Sheets

 Which hand did you use to dribble with for odd

numbers? Try to remember the term we used.
Which hand was easier or harder to use? Why?
Notes: