Note for teachers using this lesson plan
Before this lesson, prepare a variety of number cards (1-50), picture cards showing groups of objects, and a good supply of small counters or bottle tops for pupils to manipulate. The central idea for pupils to grasp is that even numbers can always be made into perfect pairs with nothing left over, while odd numbers will always have one item left without a partner. Observe pupils’ ability to physically pair objects and then connect this understanding to the numbers themselves.
Class: Pre-School Level 4
Term: First Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and Number Recognition
Topic: ODD AND EVEN NUMBERS: MEANING AND IDENTIFICATION
Subject Matter: Odd and Even Numbers: Meaning and Identification.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Define odd and even numbers in simple terms.
- Identify odd and even numbers from a given set of numbers.
- Differentiate between odd and even numbers up to 20.
Affective Domain
- Show enthusiasm when participating in number pairing activities.
- Listen attentively to explanations about odd and even numbers.
Psychomotor Domain
- Sort objects into pairs to determine if a group is odd or even.
- Circle odd and even numbers from a given pool of numbers.
Social Domain
- Take turns when identifying numbers or using instructional materials.
- Participate cooperatively in group activities related to odd and even numbers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 4.
- Early Childhood Care and Education (ECCE) Numeracy resources.
- Relevant early-years numeracy workbooks.
Instructional Materials
- Charts showing numbers 1-50.
- Flash cards with individual numbers (1-50).
- Small counters, bottle tops, or stones.
- Picture cards showing groups of objects (e.g., 2 apples, 3 balls, 4 flowers).
- Pencils and paper.
- Whiteboard or chalkboard.
Rationale for the Lesson
Understanding odd and even numbers helps children recognise patterns in numbers and build foundational number sense. This concept is crucial for developing early mathematical reasoning and problem-solving skills, connecting directly to real-world situations like sharing or pairing items.
Prerequisite/Previous Knowledge
Pupils can count numbers from 1 to 50, recognise number symbols, and understand the concept of ‘more’ and ‘less’.
Lesson Content/Board Summary
ODD AND EVEN NUMBERS: MEANING AND IDENTIFICATION
Even Numbers:
- Even numbers are numbers that can be grouped into perfect pairs.
- When you count an even number of things, everyone can have a partner, and nothing is left over.
- Even numbers always end with 0, 2, 4, 6, or 8.
- Examples: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20…
Odd Numbers:
- Odd numbers are numbers that cannot be grouped into perfect pairs.
- When you count an odd number of things, there will always be one thing left without a partner.
- Odd numbers always end with 1, 3, 5, 7, or 9.
- Examples: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19…
Let’s Practise Pairing!
Count these objects and see if they have a partner or if one is left out:
- Two hands: (1 pair, nothing left) → Even!
- Three pencils: (1 pair, 1 left) → Odd!
- Four eyes: (2 pairs, nothing left) → Even!
- Five fingers (on one hand): (2 pairs, 1 left) → Odd!
Odd and Even Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Even numbers, easy to see,
Always in pairs, for you and me.
Two and four and six and eight,
No one left, it’s really great!
Odd numbers, one alone,
Always left on its own.
One and three and five and seven,
One is left, not quite even!
Actions: For even, clap hands together. For odd, hold up one finger. For numbers, show fingers.
Watch and Learn About Odd and Even Numbers
Key Words
- Odd – One left over, not in a pair.
- Even – All in pairs, nothing left over.
- Pair – Two things that go together.
- Identify – To point out or recognise.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by using concrete objects like bottle tops or pupils themselves to demonstrate pairing. Have pupils line up in twos; if one is left out, it’s an odd number of pupils. If everyone has a partner, it’s an even number. Then introduce the definitions and examples on the board, linking them back to the physical pairing. Emphasise the last digit rule for identifying odd and even numbers.
What to show or demonstrate: Use counters to demonstrate 1, 2, 3, 4, 5. Show how 1, 3, 5 have one left over when trying to make pairs. Show how 2, 4 have no leftovers. Use flash cards to show numbers and ask pupils to identify if they are odd or even based on the last digit rule. Draw simple pictures on the board (e.g., 6 flowers, 7 birds) and ask pupils to circle pairs to determine odd/even.
How to use the rhyme/song: Introduce the “Odd and Even Rhyme” after the initial explanation. Sing it together twice or thrice, encouraging pupils to perform the actions (clapping for even, one finger for odd) to reinforce the concept in a fun way.
How to use the video: Introduce the video as a fun way to learn more about odd and even numbers. Ask pupils to pay attention to the examples and the song in the video. After watching, discuss what they observed and encourage them to sing along to the video’s song if they remember parts of it.
What to watch for: Observe if pupils are correctly identifying the ‘one left over’ concept for odd numbers and ‘perfect pairs’ for even numbers. Watch for confusion when applying the last digit rule, especially for larger numbers. Provide individual support by demonstrating with counters again if needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Recalling
Teacher’s Activity: The teacher greets the pupils and starts with a simple counting game. “Let’s count how many children are here today. Can we all stand in pairs?” The teacher guides pupils to pair up and asks, “Is anyone left without a partner?”
Pupils’ Activity: Pupils greet the teacher, participate in counting, and try to stand in pairs. They respond if someone is left out.
Learning Point: Pupils are introduced to the idea of pairing and having a leftover or not, setting the stage for odd and even numbers.
Step 2: Explanation of Even Numbers with Objects
Time: 5 minutes
Teaching Skill: Demonstrating/Explaining
Teacher’s Activity: The teacher uses counters or bottle tops to demonstrate even numbers. “Look, I have 2 counters. Can I make a pair? Yes! Nothing is left. So, 2 is an even number.” The teacher repeats with 4 and 6 counters, showing perfect pairs each time and introducing the term “even number.”
Pupils’ Activity: Pupils observe the teacher’s demonstration, count the objects, and repeat the term “even number.”
Learning Point: Pupils understand that even numbers can be made into perfect pairs with no leftovers.
Step 3: Explanation of Odd Numbers with Objects
Time: 5 minutes
Teaching Skill: Demonstrating/Explaining
Teacher’s Activity: The teacher uses counters to demonstrate odd numbers. “Now, I have 3 counters. Can I make perfect pairs? One pair, but one is left out! So, 3 is an odd number.” The teacher repeats with 1, 5, and 7 counters, showing one leftover each time and introducing the term “odd number.”
Pupils’ Activity: Pupils observe the demonstration, count the objects, and repeat the term “odd number.”
Learning Point: Pupils understand that odd numbers always have one item left without a partner.
Step 4: Rhyme and Number Card Identification
Time: 5 minutes
Teaching Skill: Reinforcing/Engaging
Teacher’s Activity: The teacher leads pupils in singing the “Odd and Even Rhyme” with actions. Then, the teacher holds up number flash cards (e.g., 8, 11, 14, 17) and asks pupils to identify if each number is odd or even, guiding them to look at the last digit.
Pupils’ Activity: Pupils sing the rhyme with actions. They identify numbers as odd or even when flash cards are shown, explaining their reasoning (e.g., “8 ends in 8, so it’s even!”).
Learning Point: Pupils reinforce their understanding through song and begin to apply the last digit rule for identification.
Step 5: Video and Guided Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Guided Application
Teacher’s Activity: The teacher introduces and plays the short educational video on odd and even numbers. After the video, the teacher distributes small number cards (e.g., 1-20) to groups of pupils and asks them to sort them into “odd” and “even” piles.
Pupils’ Activity: Pupils watch the video attentively. In groups, they sort their number cards into odd and even categories, discussing with their peers.
Learning Point: Pupils consolidate their understanding through visual reinforcement and begin to apply the concept in a sorting activity.
Step 6: Practical Application – Circling Numbers
Time: 4 minutes
Teaching Skill: Facilitating/Monitoring
Teacher’s Activity: The teacher writes a pool of numbers on the board (e.g., 5, 12, 19, 24, 31, 40, 47) and instructs pupils to circle all the even numbers, then all the odd numbers, on their individual papers or in their notebooks.
Pupils’ Activity: Pupils copy the numbers and circle the even numbers, then the odd numbers, on their papers.
Learning Point: Pupils demonstrate their ability to identify and differentiate odd and even numbers from a given set.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me an even number using your fingers.” (e.g., 2, 4)
- “Show me an odd number using your fingers.” (e.g., 1, 3, 5)
- “Is the number 10 odd or even? Why?”
- “Is the number 15 odd or even? Why?”
- “Circle the odd numbers: 2, 7, 14, 21, 30.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarising/Encouraging
Teacher’s Activity: The teacher summarises the lesson by reminding pupils that even numbers have partners and odd numbers have one left over. The teacher praises pupils for their participation and encourages them to look for odd and even numbers around them.
Pupils’ Activity: Pupils listen to the summary and respond to the teacher’s praise.
Learning Point: Pupils leave with a reinforced understanding of odd and even numbers and a sense of accomplishment.
Lesson Keywords
- Odd – A number where one is left out when trying to make pairs.
- Even – A number where everything can be put into pairs.
- Pair – Two things that match or go together.
- Number – A word or symbol used for counting.
Differentiation
- Support: For pupils struggling, provide larger counters and focus on numbers 1-10. Use hand-over-hand guidance to help them form pairs. Provide flash cards with only the last digit highlighted for easier recognition.
- Extension: For pupils who grasp the concept quickly, challenge them to identify odd/even numbers up to 50 or even 100 on a number chart. Ask them to give real-life examples of odd or even groups of objects.
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