Introduction
Webquest on odd and even numbers (year 4)
I have designed this webquest to help students learn the maths of how to investigate the properties of odd and even numbers in year 4.
Do you struggle knowing the difference between which numbers are odd and which are even? Then this is the webquest for you. We will be learning how to investigate the properties of odd and even numbers, how to formulate rules to identify whether a number is odd or even, recognising patterns and relationships between numbers and calculations, and how to use different operations on combinations of numbers and whether these will result in calculating odd or even answers. When you are ready to find out your task click on the "task" button. I wish you speedy learning.
Task
TASK
Investigating the properties of odd and even numbers in year 4 (ACMNA071)
This webquest will lead to three different lessons on odd and even numbers. We will learn about: how to formulate rules on identifying whether a number is odd or even, recognising patterns and the relationships between numbers and calculations, and using different operations on combinations of numbers and whether these will result in calculating odd or even answers.
I hope that this webquest helps answer any uncertainties students may have, and that it will help students to know and learn the difference between odd and even numbers. Click on the "process" button to continue to the three pre-planned lessons.
Process
You will need to work through all the lessons in order to work towards understanding the properties of odd and even numbers. Please read all the instructions. When you are ready to start read through lesson 1.
LESSON ONE
In this lesson you will be formulating rules about how to identify whether a number is odd or even.
LESSON TWO
In this lesson we will investigate how to recognise patterns and relationships between numbers and calculations.
LESSON THREE
In this last lesson we will start using different operations on combinations of numbers and whether that will result in calcuating odd or even numbers.
Lesson plans:
Lesson Plan
Unit/Topic: Mathematics
Date: 03/05/2016
Key Learning Area: Number and place value
Year Level: 4
Outcomes: Investigate and use the properties of odd and even numbers (ACMNA071)
LESSON OUTCOME:
Formulating rules about how to identify whether a number is odd or even
LESSON STRUCTURE:
|
Time |
Introduction (Set): |
Teaching Approaches |
|
6-7 mins |
-Introduce the topic and get students to sit in pairs Activity- think, pair, share: give students a minute to think about the topic and then get students to discuss with their desk buddy on ways we could identify whether a number is odd or even. Lastly, ask students to put hands up to share their answers (or choose random students to). Expand on the discussion by helping them out if they are stuck (examples being skip counting or grouping collections of objects into pairs). Explain that any number that can be divided wholly into 2 with no remainders is an even number. |
Think, pair, share |
|
Time |
Main Content: |
Teaching Approaches |
|
10-15 mins |
Activity- I do, we do, you do I do -Explain how skip counting works (starting at 2 and counting up by 2's). Get collections of objects out. Examples: rulers, pencils, whiteboard markers, etc. Put objects into pairs/groups of twos by matching them with an object that is the same. -Pop quiz a few different students to ensure they understand how to skip count by 2. We do -Get students to sit in pairs and give them a calculator to share with their desk buddy. Write a few random numbers on the whiteboard (including negative numbers) and get them to figure out whether it is odd or even (can it be divided into 2 wholly with no remainders). Discuss the different answers. Explain that any number ending with 0, 2, 4, 6, and 8 is even. Ask students to think of why that is and discuss. You do - get students to put random objects from their desk and pencil case into an even collection (does not have to be pairs). Go around checking for comprehension. Pop quiz- collect calculators and get students to write down as many even numbers as they can think of in 1 minute. |
I do, we do, you do |
|
Time |
Conclusion: |
Teaching Approaches |
|
3-4 mins |
Revise and reflect- ask students what they feel they did well or if they learnt something new. Get students to show thumbs up or down to show how confident they are about identifying odd and even numbers. |
Resources
(Include equipment required for class and/or for teacher preparation)
White boards and markers
collections of different objects
calculators
Assessment
Record observations on a check-list
Pop quiz
Lesson Plan
Unit/Topic: Mathematics
Date: 05/05/2016
Key Learning Area: Number and place value
Year Level: 4
Outcomes: Investigate and use the properties of odd and even numbers (ACMNA071)
LESSON OUTCOME:
Recognising patterns and relationships between numbers and calculations
LESSON STRUCTURE:
|
Time |
Introduction (Set): |
Teaching Approaches |
|
6-7 mins |
-Introduce the topic and get students to sit in pairs Activity- think, pair, share: give students a minute to think about the topic and then get students to discuss with their desk buddy some number patterns they can think of. Lastly, ask students to put hands up to share their answers (or choose random students to). Expand on the discussion by helping them out if they are stuck (examples being going up by multiples of different numbers- 2, 3, 4, etc, Fibonacci sequence- adding together two consecutive numbers to obtain what the next number in the sequence is, sequence of squared numbers, just to name a few) |
Think, pair, share |
|
Time |
Main Content: |
Teaching Approaches |
|
10-15 mins |
Activity- I do, we do, you do I do -Explain how number patterns work. Start writing a number pattern going up by 2's, when you have written a dozen or so numbers then pop quiz a few different students to ensure they understand which number will come next then which will come after that one. We do -Get students to think of another number pattern in pairs with their desk buddy but explain that they must use even numbers so that the next number will always be even. Get students to write at least the first few numbers of their patterns out, going around helping and checking their patterns. Then get them to swap with other students. Each pair of students will work on the number pattern of the pair that they swapped with to find what the next numbers in the pattern are, and to find out what number the pattern is going up by each time. You do -Give out work sheets and explain to students that they can work on the first pattern in class, but the rest is for homework due tomorrow. |
I do, we do, you do |
|
Time |
Conclusion: |
Teaching Approaches |
|
3-4 mins |
Revise and reflect- ask students what they feel they did well or if they learnt something new. Get students to show thumbs up or down to show how confident they are about number patterns. EXTENSION number line and array. Two both very easy ways to learn about patterns and rules formulated to create a number pattern. An array has columns and rows, and usually shows working out between addition or multiplication, but can also show shapes (to show a pattern). |
Resources
(Include equipment required for class and/or for teacher preparation)
Work sheets of number patterns
white boards and markers
Assessment
Record observations on a check-list
Pop quiz
Lesson Plan
Unit/Topic: Mathematics
Date: 03/05/2016
Key Learning Area: Number and place value
Year Level: 4
Outcomes: Investigate and use the properties of odd and even numbers (ACMNA071)
LESSON OUTCOME: Using different operations on combinations of numbers and whether these will result in calculating odd or even answers.
LESSON STRUCTURE:
|
Time |
Introduction (Set): |
Teaching Approaches |
|
6-7 mins |
-Introduce the topic and get students to sit in pairs Discuss that we can only use whole numbers as numbers with fractions (remainders) are not considered to be even, or odd. Ask students to think about what will happen if we multiply, subtract or add even/and or odd numbers together. This will always give a whole number. If we divide numbers we might end up being left with remainders. |
Think, pair, share |
|
Time |
Main Content: |
Teaching Approaches |
|
10-15 mins |
Activity- I do, we do, you do I do -Explain adding two even numbers, or two odd numbers together will always result in the answer being even. Adding one even and one odd number will result in the answer being odd. The same with subtraction. Two even, or two odd numbers subtracted from each other will make an even answer, but subtracting even and odd (in any order) will give you an odd answer. With multiplication even and even, or even and odd makes an even answer, but two odd numbers always makes an odd answer. We do -Get students to sit in pairs and give them a calculator to share with their desk buddy. Write a few random sums on the whiteboard with different combinations and operations. With the rules in mind ask students to write down whether the answer would be even, or odd. Then get students to use the calculator to see if the rules are correct. You do - Pop quiz students about whether the answers to certain operations on two odd, two even, or an even and odd number will result in even or odd answers. Hand out work sheet and get students to look at the different sums. Let them work on 2-3 questions in class and the rest is homework. Answering about operations of combinations of numbers. |
I do, we do, you do |
|
Time |
Conclusion: |
Teaching Approaches |
|
3-4 mins |
Revise and reflect- ask students what they feel they did well or if they learnt something new. Get students to show thumbs up or down to show how confident they are about the topic. EXTENSION arrays. Arrays are a good way to show multiplication and addition working out. |
Resources
(Include equipment required for class and/or for teacher preparation)
Calculators
white board and markers
work sheets
Assessment
Record observations on a check-list
Pop quiz
Online activities, games, and resources
http://www.doorwayonline.org.uk/number/oddandeven/ online
http://www.bbc.co.uk/schools/starship/maths/games/number_jumbler/big_so…
http://www.educationworld.com/a_lesson/math-odd-even-game.shtml
Teacher Page
Webquest on odd and even numbers (year 4)
Learning Outcomes
This webquest is designed to ensure students have an understanding of number and place value especially in regards to investigating the properties of odd and even numbers.
Prior knowledge for number and place value (year 4)
Australian curriculum (ACARA)
In year 2 students would have investigated number sequences, initially those increasing/decreasing by twos, threes, fives and tens from any starting point. (ACMNA026)
In year 3 students would have investigated the conditions required for a number to be odd or even, and identified odd and even numbers. (ACMNA051)
Lessons are described in more detail with links to curriculum descriptors and mathematical proficiencies encompassed.
How I plan to address the proficiency strands
By year 5 students will need to be able to identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098). It will be my job as a teacher in year 4, to ensure they are competent to learn this, and prepared for it. One method of doing this will be exploring number sequences, which we already did in one of my lesson plans. If students struggle with it, I need to address that and have extra lessons on it, or extend on learning. Students will need to know how to use numbers in context.
Resources
Australian Curriculum Assessment and Reporting Authority (ACARA). (2015). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to middle years. South Melbourne, VIC: Oxford University Press.