Fellow: Jennifer Hester Date: 10/20/21 Lesson Length: 45 minutes

nd
Grade Level and Subject: HS Mild Id Class 2
Title: Even and Odd Numbers
Grade Math
Knowledge of Students
Reflect on the entire lesson plan and your knowledge of the students. Clearly describe the learner
support strategies (including differentiation/accommodation) below.

◻ Review your Knowledge of Learners Assignment. What strategies will you use to support and
accommodate learners as they work toward achieving your learning objective?
o Learning styles (process of learning): How will you support students’ visual, auditory, tactile, and
kinesthetic needs?
o Literacy: How will you incorporate literacy skills in your lesson? What will you do to support
students who need assistance with these literacy skills?
o What other needs do students have and how will you support them (differing abilities, rates, physical,
behavior, language, speech, etc.)?
Note: Strategies should be evident in the appropriate area(s) of plan.
Describe learner support strategies for each bullet above.

● Learning styles – Visual: we will be using the interactive whiteboard and throughout the lesson we will
have visual aids on the Promethean. We will also have a worksheet. Auditory: teach the lesson and all
directions will include verbal prompts and administration. Tactile: we will have numbered index cards
they can handle. We are a small group that will work in partners.

● Literacy- We will help the students read the directions on the worksheet and will explain what they are
supposed to do in terms they will understand.

● Other needs- Any further needs will be addressed based on individual IEP requirements.
Standards and Objectives
Write the state standard(s) and objective(s) (measurable, aligned, and observable) that are the focus of this
lesson.

● 2.ATO.3 Algebraic Thinking and Operations

● Students will determine whether a number through 30 is odd or even
Resources/Materials/Technologies
Create a bulleted list (to include those resources and materials that will be used for remediation and/or
extension of learning).
● Promethean Board
● Crayons & Markers
● 11x17 copy paper
● Even and Odd Clouds
● Number Cut-Outs
● Glue
Opening
Time Estimate: 5 minutes
Teacher Will: Student Will:
After reviewing the elements below, create a bulleted After reflecting on the questions below, create a
list of how the teacher communicates these elements bulleted list of student actions included in the
in the Opening. Opening.
◻ State the Objective in student-friendly terms ◻ How will students communicate the learner
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◻ Lesson Agenda (bulleted list of key elements) objective (essential questions/I can statements)?
◻ Lesson’s relevance to students, their lives, and/or ◻ How will students be engaged to understand the
the real world purpose and relevance of the lesson?
◻ Lesson’s connection to a future career option ◻ How will students make connections to prior
◻ Lesson’s connection(s) to prior learning learning?

TTW: TSW:
Obj.: State “Today we are going to look at numbers ● Decide if 3 is an even or odd number
and decide if they are even or odd.” ● Decide if 6 is an even or odd number
● Decide if 9 is an even or odd number
● We just returned from fall break so we’ll start ● Explain why 2 is even
with this as a refresher on even and odd. ● Decide if other numbers are even or odd if the
● Remind students that even numbers can be teacher prompts
divided equally and odd numbers have left overs.
● Draw 3 circles on the board and ask who
remembers if 3 is even or odd.
● There will likely be little response from the class.
Say, "I want to share these “cookies” between
two friends. Will we have an even or odd number
to share?" If that doesn’t generate more
responses tape up the two posters and ask again.
● Draw 6 circles on the board and ask if it is odd or
even.
● Draw 9 circles and ask again.
● Ask students if they can explain why 2 is an even
number.
Instructional Plan for Content Delivery
Time Estimate: 10 minutes
Teacher Will: Student Will:
After reflecting on the questions below, create a After reflecting on the Plan for Content Delivery
sequence of the teacher actions beginning with your section written, consider the questions below and
initial engaging activity. Sufficient detail should be describe how students will be engaged in learning
provided so that someone else could teach the lesson. the content.
◻ How will you pique students’ interest in the lesson ◻ What will students be doing to actively capture
(Initial Engaging Activity)? and process the new material?
◻ Describe the strategies and activities that you will ◻ How will students be engaged?
use to convey the content. How will you ◻ What are expected student responses to include
model/explain/demonstrate all content knowledge common misunderstandings or student errors?
and skills required of the objective?
◻ How will thinking and problem solving be used in
the lesson? (Identify specific types of thinking (2)
and problem solving (2) used from the SCTS 4.0
Rubric).
◻ How will you address common misunderstandings
or student errors?
◻ How will you transition students? (include a
specific plan)

Be sure to include a specific sequence of the

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strategies/activities that will be used to convey
content.
TTW: TSW:
Now we will practice with 2-digit numbers ● Decide if 10 is an even or odd number
● Draw two clouds on the board and label them ● Decide if 15 is an even or odd number
even and odd. ● Explain why 10 is even and why 15 is odd
● Draw 10 hearts and ask if 10 should be on the ● Fold paper in half
even side or the odd side. ● Glue even and odd clouds
● If the majority answer incorrectly circle the pairs
and ask again.
● Now draw 5 more hearts and ask if it is still even.
If the majority answer incorrectly circle the
additional pairs and ask again.
● Pass out the 11x17 paper with clouds and number
tiles
● Have students fold their paper in half to create a
center line (demonstrate if necessary) and then
glue even on one side and odd on the other.
Teacher Content Knowledge
What are the key vocabulary terms and concepts that will be taught in the lesson?
● Even
● Odd
● Equal
Monitoring Student Progress
Time Estimate: 15 minutes
Teacher Will: Student Will:
After reflecting on the questions below, create a After reflecting on the Monitoring Student Progress
sequence of the teacher actions included in section written, consider the questions below and
Monitoring Student Progress. then discuss how you will engage students in
◻ What strategies will you use to ensure that all monitoring their own progress.
students have an opportunity to practice new ◻ How will you encourage students to check for
content and skills? understanding of content?
◻ What purposeful questions will you ask to ◻ How can you encourage students to ask
encourage learning? (minimum of 2) questions for clarification?
◻ How/when will you check for understanding? ◻ How will you encourage student-to-student
◻ How will you provide guidance and academic feedback and discussion?
feedback to students as they practice? Describe a
minimum of 2 potential statements that provide
academic feedback.
◻ How will you gauge readiness to move students
forward in the lesson?
TTW: TSW:
● Pass out 24 number tiles to each student. ● Look at the numbers they are given
● Tell the students they are now going to decide if ● Decide if each one is even or odd
their 2-digit numbers are odd or even and place ● Place numbers under appropriate cloud
them on the paper under either the even cloud or ● Try again if any mistakes are made
the odd cloud. ● Color if time allows
● Walk around the room observing the decisions ● Clean up when they are done
they make.
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● Collect any numbers they have placed on the
wrong side, shake them up and give them back to
try again.
● Once the student has them all correct they can
glue the numbers in place.
● If there are any early finishers ask them to neatly
color their numbers.
Assessment of Student Learning
Time Estimate: 10 minutes
Evidence of Mastery (measurable):
● Include a copy of the lesson assessment or a description of the activity if the assessment is not a
paper/pencil assessment.
● Create scoring criteria (scoring guide, checklist, rubric, or answer key).
● How will you determine that students have mastered the learning objective (3 out of 5 questions answered
correctly, 80% on the assessment, correctly perform specific tasks)?
Note: Must all be attached to lesson plan
Teacher Will: Student Will:
After reflecting on the questions below, create a After reflecting on the Assessment of Student
sequence of the teacher actions included in Learning section written, consider the questions
Assessment of Student Learning (Refer back to the below and describe what students will do to be
Evidence of Mastery section, above). involved in the assessment.
◻ Describe the activity you will use to assess your ◻ How will each student demonstrate mastery of
learning objective. How will you communicate the objective?
your expectations for students to successfully ◻ What will students do if they finish early or need
complete the assessment? additional time (rates)?
◻ Based on how the students perform on this
assessment, how can you provide remediation for
students who need it or extend the learning for
students who have mastered the objective?
◻ Describe how you modified the assessment, if
necessary, to differentiate or meet student needs.
TTW: TSW:
● Pass out the worksheet with 2-digit numbers on it ● Review the worksheet and non-verbally decide if
● Instruct the students to look over each number and each number is even or odd
decide if the number is even or odd ● Color even numbers blue
● Then color the even numbers blue and the odd ● Color odd numbers green
numbers green ● Turn in once completed
Closing
Time Estimate: 5 minutes
Teacher Will: Student Will:
After reflecting on the questions below, create a list of After reflecting on the Closing section written,
the teacher actions included in Closing. consider the questions below and describe how
◻ How will you summarize and reflect with the students will be involved in summarizing the lesson.
students on the content learned in the lesson? ◻ How will the students be involved in the closing
◻ What are the key lesson concepts that are of the lesson?
reviewed? ◻ How can students connect this lesson to prior
◻ How will the teacher close the lesson? and future learning?
◻ How will you connect this lesson to future
learning?

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Note: Closing may come before Independent
Assessment.
TTW: TSW:
● Host a quick “shout out.” I call out a random ● Participate in the shout out.
number and they shout even or odd. ● Ask any questions they might still have about
● Ask if there are any questions about today’s odd or even numbers
review. ● Share with the class something they learned
● Ask each student one thing they learned from today.
today.

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