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Subject: Mathematics
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 4
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Numbers
Sub-topic: Even and Odd Numbers
Learning Objectives
By the end of the lesson, students should be able to:
- Define and identify even and odd numbers.
- Explore patterns of even and odd numbers using number charts.
- Write sets of even and odd numbers up to 50.
Previous Knowledge
Students already know how to count and write numbers in sequence.
Instructional Materials
Mathematics textbook for Grade 4, number charts, flashcards.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes numbers 1–10 on the board and asks learners to clap once for even numbers and twice for odd numbers. Teacher then asks: “What do you notice about even and odd numbers?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Definition: An even number is any whole number divisible by 2 without leaving a remainder. In other words, when you divide an even number by 2, the result is a whole number with no remainder. Examples of even numbers include 2, 4, 6, 8, 10, etc. An odd number is a whole number that when divided by 2 leaves a remainder of 1. Examples of odd numbers are 1, 3, 5, 7, 9, and so on.
Detailed Explanation:
Even numbers always end with one of these digits: 0, 2, 4, 6, or 8. This is because numbers ending with these digits are always divisible by 2. Odd numbers always end with 1, 3, 5, 7, or 9 because they leave a remainder when divided by 2.
For example:
- 12 ÷ 2 = 6 (no remainder, so 12 is even)
- 15 ÷ 2 = 7 remainder 1 (15 is odd)
- 28 ÷ 2 = 14 (even)
- 33 ÷ 2 = 16 remainder 1 (odd)
Sets of numbers:
- Even numbers less than or equal to 20: {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
- Odd numbers less than or equal to 20: {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
More examples:
- 0 is even because 0 ÷ 2 = 0 with no remainder.
- 100 is even because 100 ÷ 2 = 50.
- 101 is odd because 101 ÷ 2 = 50 remainder 1.
Assessment Checks:
- What is the last digit of even numbers?
- Is 47 even or odd? Explain why.
- List three odd numbers between 20 and 30.
- Circle all even numbers in this list: 11, 16, 23, 28, 37, 40, 55, 62.
- What happens when you add two even numbers? (Answer: Sum is even.)
- What happens when you add an even and an odd number? (Answer: Sum is odd.)
- What do you get when you multiply two odd numbers? (Answer: Odd number.)
- Explain why 0 is an even number.
Learners’ Activities (Expanded):
- Number Chart Activity: Provide learners with a number chart (1-100). Ask them to highlight or circle all even numbers in blue and odd numbers in red. This visual helps learners see the pattern of even and odd numbers clearly.
- Group Work: In groups, learners list 10 even numbers and 10 odd numbers, discussing how they know the number is even or odd. They can also try to find real-life examples of even and odd numbers (e.g., number of wheels on bicycles, number of fingers on one hand).
- Pair Quiz: In pairs, one student says a number aloud, and the partner decides if it is even or odd, explaining their reasoning.
- Game: Play “Even or Odd?” game where students stand on one side of the room if the teacher calls out an even number, and the other side if odd.
Extended Examples for Practice:
- Find whether the following numbers are even or odd: 102, 157, 238, 499, 600, 721, 850, 999.
- Write five even numbers that are greater than 50.
- Write five odd numbers that are less than 50.
Notes (Expanded & Detailed):
Understanding even and odd numbers is fundamental in mathematics because it helps learners recognize patterns in number systems. Even numbers always have a factor of 2, meaning they are divisible by 2 with no remainder. Odd numbers, on the other hand, cannot be evenly divided by 2.
Patterns to remember:
- Even + Even = Even
- Even + Odd = Odd
- Odd + Odd = Even
- Even × Even = Even
- Even × Odd = Even
- Odd × Odd = Odd
These properties are used frequently in problem solving, computer programming, and real-world situations such as counting items, organizing groups, and checking divisibility rules. Teaching students these patterns early will help with more advanced concepts like factors, multiples, and algebraic reasoning.
Assessment Examples (Formative):
- Oral questioning: “Is 28 even or odd? How do you know?”
- Written exercise: Circle the even numbers and underline the odd numbers in a mixed list.
- True or False: 15 is an odd number because it ends with 5.
- Fill in the blanks: Even numbers always end in ___, ___, ___, ___, or ___.
This comprehensive coverage ensures learners understand the concept of even and odd numbers deeply, can recognize and apply the patterns, and are prepared for related topics like factors, multiples, and fraction denominators.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Even numbers end with 0, 2, 4, 6, 8; odd numbers end with 1, 3, 5, 7, 9.
Evaluation Method (Expanded):
Exit slip/quiz: Write down the first five even numbers after 30 and the first five odd numbers after 25.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write all even and odd numbers from 1 to 50.
Follow-up Activity:
Learners will create their own even and odd number chart at home.
Differentiation / Inclusive Strategies
Teacher pairs struggling students with peers for guided practice and provides number charts for visual support.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low