Planning tool

Students:

• explain that all numbers that end in 0, 2, 4, 6 and 8 are even, and that numbers ending in 1, 3, 5, 7 and 9 are odd
• recognise zero as a number that represents even properties
• explain why even numbers are divisible by 2 and why odd numbers are not divisible by 2
• explain why patterns involving odd and even are always true, for example, even + even = even, odd + odd = even, odd + even = odd.

Some students may:

• be confused by the function and properties of 0. Students may wonder whether it is odd, even or neither. Help students scrutinise zero based on the definition of an even number: Any number that can be divided by two to create another whole number. Half of zero equals zero so it fits this description. It also has odd numbers on either side of it (1 and –1), which further supports the case for zero being an even number.
• not appreciate the last digit of a whole number will determine whether the number is odd or even. Difficulties are compounded when zero is involved, for example, 100, 110 and 101. Give students opportunities to make or draw physical collections of these numbers. Ask students to recall the properties of even numbers – numbers with a remainder of zero when divided by 2. A 1–120 number chart can help students investigate the function of zero in numbers beyond 100 and help them recognise the continuation of the odd/even pattern.
• be unable to identify even numbers when the number includes odd digits. For example, they may classify 38 as odd because of the 3 in the tens place. To address this, provide repeated opportunities to visualise and recognise that multiples of 10 are always even, and that it is the number in the ones place that determines whether the whole number is odd or even.
• hold misconceptions about the rules that make a number even or odd. For example, they may think that when two odd numbers are added the sum will be odd. To address this, provide repeated opportunities to explore and notice how applying operations to numbers makes them odd or even.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning what makes numbers odd and even.

Why are we learning about this?

• Understanding odd and even numbers and their properties supports our capacity and confidence for solving number problems.

What to do

1. Go for a local walk with someone in your family. Notice how house numbers don’t ‘count’ in the usual way. Usually, one side of the street has even-numbered houses (numbers ending in 0, 2, 4, 6, 8) and the other has odd-numbered houses (numbers ending in 1, 3, 5, 7, 9). Once the pattern is understood, ask your child: ‘What will the next house number be?’ Discuss the pattern that skip-counts by two.
2. Keep a hundreds chart on the fridge and look for patterns to do with odd and even numbers.
3. Come up with a rhyme or song to remember which numbers are odd and which are even.
4. Ask questions such as: ‘What do you know about odd/even numbers?’ ‘What are all the even/odd numbers between zero and twenty?’
5. Notice and explore patterns involving odd and even numbers. For instance, you might notice that 1 + 1 = 2, 3 + 3 = 6 and 5 + 5 = 10 and so make the claim that odd + odd = even. Gather more evidence to support or disprove this claim.

Success criteria

I can:

• skip count by twos to count objects
• identify whether a number is odd or even
• explain what makes a number odd or even
• explain why patterns such as even + even = even (for example, 4 + 6 = 10) and even – even = even (for example, 10 – 6 = 4) are true.