Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Odd and even: rules for sums and products
Number sense
CCSS 3.OA.D.9England: Y4 Number and place value
Objective and success criteria
Students will: Odd and even: rules for sums and products.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Odd and even numbers
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Odd and even numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is 90 odd or even? (Odd / Even) → EvenPrompt: Only the ones digit matters.
- 11 children line up in pairs. Will everyone have a partner? (Yes: the number is even / No: the number is odd) → No: the number is oddPrompt: Try sharing the children into two equal lines.
- Is 95 odd or even? (Odd / Even) → OddPrompt: Only the ones digit matters.
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Odd and even: rules for sums and products. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Without working it out, is 44 × 76 odd or even?
- Step 1: 44 is even and 76 is even.
- Step 2: even
- Answer: even
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Without working it out, is 16 + 70 odd or even? (even / odd) → evenPrompt: even + even = even, odd + odd = even, odd + even = odd.
- Is the product of an odd and an even number always odd or always even? (always even / always odd) → always evenPrompt: Try an example with small numbers.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Is the sum of two odd numbers always odd or always even? (always even / always odd) → always evenPrompt: Try an example with small numbers.
- Without working it out, is 14 + 51 odd or even? (even / odd) → oddPrompt: even + even = even, odd + odd = even, odd + even = odd.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Odd and even numbers.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder