Are We Odd or Even? Scaffolding Task Large Group, Partners Odd and Even Numbers MCC.2.OA.3 What’s in the Bag? Scaffolding Task Large Group, Small Group Odd and Even Numbers MCC.2OA.3 Two of Everything! Practice Task, Group, Individual Addends MCC.2.OA.3 Add it Up! Scaffolding Task Large group, Small Group Odd and Even Numbers MCC.2.OA.3 Ten! Scaffolding Task Large Group, Small Group Odd and Even Numbers MCC.2.OA.3 Cookie Monster Constructing Task Large Group, Small Group Odd and Even Numbers MCC.2.OA.3 MCC.2.OA.4 Cereal Arrays Practice Task Small Groups Arrays MCC.2.OA.4 Roll an Array Practice Task Large group, partners Arrays, repeated addition MCC.2.OA.3 Seating the Class Constructing Task Groups Repeated addition MCC.2.OA.3 MCC.2.MD.10 Pattern Block Drop Practice Task Small Groups Arrays MCC.2.OA.3 MCC.2.OA.4 The Queen’s Dilemma Constructing Task Partners Arrays MCC.2.OA.4 Mathemagicians Practice Task Partners Arrays MCC.2.OA.4 No, You Can’t Constructing Task Partners Arrays MCC.2.OA.4 The Box Culminating Task Individual Arrays MCC.2.OA.3 MCC.2.OA.4 MCC.2.MD.10 *Staples 3-Act Task Group Arrays MCC.2.OA.4 If you like more information about this unit, please view the Unit 6 Webinar at located in the Professional Learning section.
Write an equation with two equal addends and the sum to represent your answer. ______ + _____ = _____ Is your answer and even number or an odd number? ___________ Constructing Task: Add it Up! Approximately 2 days In this task, students will use a growing understanding of odd and even numbers to form problems solving strategies for adding numbers. Students will begin to understand that adding two equal numbers will produce an even number, adding two odd numbers will produce an even number, however, adding an even number to an odd number will produce an odd number. STANDARDS FOR MATHEMATICAL CONTENT MCC2.OA.3.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. STANDARDS FOR MATHEMATICAL PRACTICE (SMP) Although all standards for mathematical practice should be applied regularly, this task lends itself to the standards below: Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. Independently written problems are shared and explained with classmates. 4. Model with mathematics. Students represent numbers in a variety of ways. 6. Attend to precision. BACKGROUND KNOWLEDGE (Information quoted from Van de Walle, Karp, and Bay-Williams, Elementary and Middle School Mathematics: Teaching Developmentally, page 266-267)
The queen of the ___(insert school name)____ Ant Colony has 16 ants in her army. The queen is attempting to organize her ants into arrays. She wants to know how many arrays she can create using her 16 ants. How many arrays can she make with 16 ants? Using manipulatives, drawings and words, explain your work. What arrays could she make with numbers fewer than 16? Allow the students to work with a partner to experiment with different arrays that the queen could create when arranging the ants. Have the students use manipulatives to create their arrays. Then, encourage the students to draw their arrays on the chart paper and record the repeated addition equation on the recording sheet. While students are working, circulate the room and ask questions from the formative assessment list. Part II students have completed Part I of the task, choose several students to share their discoveries and observations with the class. If students used numbers up to 16, use this to lead discussion: The teacher or students can record the arrays the students have found on a larger version of the “The Queen’s Dilemma” sheet. Ask questions which require them to look for patterns. Some things that they may notice are: 5, 7, 11 and 13 can only in single file 4, 9 and 16 can be made into squares with equal sides (With only 1 possible repeated equation) 2,4,6,8,10,12,14 and 16 can all be divided into 2 equal rows As the students “discover” this information, use this data to create a graph that shows how many of the numbers could only create single file lines, made squares, 2 equal rows or others. Graphing this data will reveal patterns about numbers, allowing for discussion of odd and even, among other things. FORMATIVE ASSESSMENT QUESTIONS What manipulatives are you to help solve this problem? Why are you arranging the tiles in that way? What are some ways the queen could arrange 6 ants? 10? 16? etc. What are some ways that she cannot arrange them? How many rows does this array have? How many columns does this array have? How can you tell the difference between rows and columns? What strategies are you using to help figure out ways the queen could arrange the ants? Are you noticing anything about the numbers that she is or is not able to use? How could you use repeated addition to help you solve this problem? this number be arranged in a different way?