
Obtain the Materials 

 20 manipulatives of any kind. Counting Bears work well.
 A mat that has 2 circles on it.
 A recording sheet that has the numbers 1 – 20 on it and a space next to each number so the children can write their answer next to the number.
Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.




Introduce the Activity 

 Introduce the concept of odd and even numbers. Even is a number that you land on when you count by 2’s. Count by 2s up to 20 and explain that all of the numbers recited are even numbers. Explain that when there are an even number of items, you and a friend can each have an equal amount of that item (you can pair things up).
Demonstrate: Ask for 2 volunteers. Using an even number of manipluatives, give each child an item, counting as you hand out the items. Say: “I have 4 bears in my hand. I am going to give 1 bear to Sally and 1 bear to Billy and another bear to Sally and another bear to Billy. All of my bears are gone. How many bears did I have BEFORE I gave them to Sally and Billy?” (4) “Do Sally and Billy each have an equal (the same) number of bears?” (Yes) “So is 4 an even number or an odd number?” (Even)
 Say: Odd numbers are the numbers that are not even. Any integer that CANNOT be divided exactly by 2 is an odd number.
The last digit of an odd number will be 1, 3, 5, 7 or 9. Explain that when you START with the number 1 and count by 2s, the numbers you land on are odd. Starting with the number 1, count by 2s. Explain that when there are an odd number of items, you and a friend cannot have an equal amount of that item (you cannot pair them up).
Demonstrate: Ask for 2 volunteers. Using an odd number of manipluatives, give each child an item, Counting as you hand out the items say: “I have 5 bears in my hand. I am going to give 1 bear to Sally and 1 bear to Billy and 1 more bear to Sally and one more bear to Billy and 1 more bear to Sally. All of my bears are gone. “How many bears did I have before I gave them to Sally and Billy?” (5) “Do Sally and Billy each have an equal number of bears?” (No) Can we pair each of Sally's bears with Billy's bears? (No) “So is the number 5 an even or odd number?” (Even)




Engage the Children 

 Each child will receive 20 manipulatives, a sorting mat and a recording sheet with the numbers 1 – 20 on it.
 Explain that just like we sorted the bears into even and odd groups, now they will work individually to sort bears and figure out which of the following numbers are even and which of the numbers are odd.
 Explain the recording sheet. Say: “You are going to put your findings on the blank space next to each numbers. For example, we already know that 4 is a(n)_____________ number.” (Even) “So you would write 4 next to the number 4.”
 To begin, have the children take the number of bears that are on the recording sheet. They will start with the number 1 and work their way through to number 20.
 When all of the children are done, gather them and go over their recording sheets. Use a sheet of chart paper to record their findings.
Additional Extensions
 Use numbers more than 20 and further explain that all numbers ending with 1, 3, 5, 7, and 9 are odd and all numbers ending with 0, 2, 4, 6, 8 are even. Give them big numbers like 456,391 and have them decide if the number is even or odd just by looking at the number in the ones place. Ask if they can determine even or odd by looking at the last integer (the number in the place furthest to the right).




Encourage Vocabulary 

 Odd – Number that is not divisible by 2, such as numbers that end in 1, 3, 5, 7, and 9 (e.g., "The number 5 is an odd number.")
 Even – Number that is divisible by 2, such as numbers that end in 0, 2, 4, 6 and 8 (e.g., "The number 6 is an even number.")
 Equal – To be the same in number or amount (e.g., "Do Sally and Billy each have an equal number of bears?")
Glossary of MATH vocabulary 



Make Adaptations 

Supporting Children at Different Levels 
Toddlers 

PreK 
Toddlers may:
 Still be working on onetoone number correspondence.
 Have difficulty deciphering between odd and even.


PreK Children may:
 Have easily grasped the concept of even and odd and numbers being divisible by 2.

Home child care providers may:
 Use numbers 1 – 10. Count out the numbers being taken from the bucket and count while sorting each of the bears into the 2 circles.
 Tell children before they start sorting the bears which numbers are even and which numbers are odd. That way, after they sort, they will be able to see what odd and even looks like.

Home child care providers may:
 Use numbers more than 20 and further explain that all numbers ending with 1, 3, 5, 7, and 9 are odd and all numbers ending with 0, 2, 4, 6, 8 are even. Give them big numbers like 456,391 and have them decide if the number is even or odd just by looking at the number in the ones place.





Books 

 One Odd Day by Doris Fisher (Pleasant, SC: Sylvan Dell Publishing, 2006)
 My Even Day by Doris Fisher (Pleasant, SC: Sylvan Dell Publishing, 2006)
 Splitting the Herd: A Corral of Odds and Evens Hardcover by Trudy Harris (Minneapolis, MN: Millbrook Pr Trade, 2008)




Music and Movement 

 This song reviews the concepts of even numbers (and helps teach the fact that all even numbers can be 'split in half') pause the video to ask students if the examples are even or odd.
http://www.youtube.com/watch?v=Ei19HMn1BxM




Outdoor Connections 





Web Resources 

