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Home > Stage 2 > Multiplicative relations > Odds and evens
Suggested content:
Suggested content:
Generate and describe patterns
Recognise the significance of the final digit of a whole number in determining whether a given number is even or odd (Reasons about relations)
Equipment
Equipment
Always, sometimes never statement cards
Marker cones
Activity set-up
Activity set-up
Mark 2 vertical lines with cones or use lines already marked on a court ~ 2m apart, side-by-side.
Place a line of marker cones 15 metres away from each line of cones in opposite directions.
Students start standing next to a cone, standing side-by side with a partner.
How to play
How to play
Students explore odd and even numbers using NRich learning task ‘Always, sometimes, never’
Teacher names one line as ‘even’ and the other line as ‘odd’.
Each ‘even’ should be paired up with an ‘odd’.
Teacher calls out a number.
If it is even, students in the ‘even line’ run away from the students in the ‘odd line’ to witches’ hats. If it is ‘odd’, students chase after them trying to tag them before they get to the safe zone past the witches’ hats.
Reset back in line.
Teacher continues to call out numbers.
Children can keep count of the number of times they catch their opponent.
Variations
Variations
Vary the starting positions (e.g. standing on one leg or crouching down).
Increase or decrease the distance to the baseline.
Vary the locomotor movement used.
Use different operations.
Have students provide reasons for their thinking.
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