Leftovers

Ask students to grab a handful of connecting cubes out of a large container
Ask students to make groups of 2 or pairs
Ask them to count how many cubes they have total
Ask students who have any leftover cubes (without pairs) to raise their hand and share what their total number was
Create a list of the board of these numbers, label the list “Numbers with leftovers”
Create another list with the tile “Numbers with no leftovers” and ask students to share those numbers
Ask students what they notice, explain that the list with leftovers is odd numbers and the list without leftovers is even
Explain that a numbers is even if it can be divided by two or made into even groups of 2
Explain that the ones column can help identify even and odd numbers

Dice Game

Explain the game by modeling
You and a partner decide who will be odd and who will be even
Roll the die determine if it is odd or even, model how to use the song, or fingers (hold up that many fingers and put them down in pairs, if there are any fingers with no pairs, it is odd)
If the number is odd that person gets a point. If it is even the other person gets a point.

In the Garden of Even
Literature connection: Vegetable Garden by Douglas Florian

Supplies:
You will need 20 carrots, a sun hat, garden gloves and spade.

Enter the classroom wearing the sun hat, garden gloves and carrying the spade. You need to wear all of this because later you are going to be working in your
Garden of Even. But first you are going to read the big book Vegetable Garden together. The Vegetable Garden is a wonderfully simple book with rich colorful pictures and rhyming text. After reading the book, discuss vegetable gardens with your students asking them if they know anyone who has a vegetable garden? Or if they have ever helped in a vegetable garden before? Continue by suggesting that one of your favorite vegetables that you grow in your Garden of Even is carrots. What is interesting about your Garden is that all the carrots that grow in your garden grow in even numbers. So, if the total number of carrots that grow in my garden is 20 what are the possible combinations of even numbers? Students are sent to work on this problem at their desks with paper, pencils and crayons. They are expected to
provide a pictorial and written response of their thinking.

Trains
Use Unifix cubes. Make a train of cubes from 11 to 25. Break each number in half. Can you make 2 equal groups, or does one group have an extra?

Fair Shares for Two (Van De Walle, K-3, p 292) Tell a story about two twins sisters. The twins always shared whatever they had equally. If they found some pretty seashells, they would count them out and share them so that they each had the same number of shells. When their Mom gave them cookies for lunch, they would be sure that they each got the same number of cookies. Sometimes they were not able to share things fairly because there would be something leftover. This happened once when their Dad brought them five marbles. (Discuss why they could not share five marbles equally.) Whenever there was a leftover, the twins put the extra item in a special box of "leftovers" that they decided to keep for their baby brother.

After discussing the way that they twins shared things, ask students to find out what numbers of things could be shared fairly and what numbers would have leftovers when they shared them. Assign three or four numbers from 6 to 40 to pairs of students. The task is to decide which of their numbers could be shared and which would have leftovers. Provide counters to help them in their decision. Collect the information and make lists of numbers that can be shared and those that will have leftovers. Examine the lists as a class and ask for observations. Select numbers not in the list and ask if students can tell which list they belong on and why they think so.

Activity 10.18, Bumpy or Not Bumpy, page 292

Rich Problems:
A collection of eight counters can be put into two groups with the same number in each group (four). What other numbers of counters can be put into two groups so that there are the same number in each group and none leftover? (Lilburn and Ciurak, p 30)

Do more people in your class have street addresses with an odd number or street addresses with an even number? (Lilburn and Ciurak, Investigations, Tasks and Rubrics to Teach and Assess Math,p 42)

Problem Solving
Good Questions / Problems in Math:

Write all the even numbers between 50 and 75. Write all the odd numbers between 101 and 120.
How are 180 and 187 alike? How are they different?
Create a using even numbers.
Create a pattern using odd numbers.

Representation
Graphic organizer:
Use a concept circle. Write 3 even numbers and one odd number on the concept circle. Have students explain which number doesn’t belong. Different concept circles can be used. Students can create their own concept circles.