- 06.05.2019

Kavanagh's 5th Class, Cork, Ireland We think this was a very interesting transum. Chantel, Newcastle Under Lyme That was an easy puzzle to do but I rly enjoyed doing it at school and at home. They should do more of these ones. Transum, Note that some of the comments above refer to particular numbers which you may not be able to find. This may puzzle you! Each time this page is loaded the numbers are changed with a different odd one out.

This means that you could use this starter a number of times with the same class. A large number of the starters on this site are generated using random numbers. A few hand picked random starters can be found here: Random Starters. Paul Graveling, Norwich My Yr 4 class smashed this one. Rachel said" Our school must be amazing" "Keep it up" said Len Boosterman.

Year 5, Almondsbury Primary School We found lots of different odd ones out for different reasons. Here are just a few: 64 because it's not in the 7 times table and it is not repeated. Reece Burgess, Ivybridge The last 27, because is the only one followed by a full stop Not a comma! Ella said 25 as its is the only one not in the 7 times table and not repeated!

A great starter to get you thinking! How did you use this starter? Can you suggest how teachers could present or develop this resource? Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for Maths teachers anywhere in the world. Click here to enter your comments. If you don't have the time to provide feedback we'd really appreciate it if you could give this page a score! We are constantly improving and adding to these starters so it would be really helpful to know which ones are most useful.

Simply click on a button below: Excellent, I would like to see more like this Good, achieved the results I required Satisfactory Didn't really capture the interest of the students Not for me! I wouldn't use this type of activity. This starter has scored a mean of 2. Ask students to determine how many items there are.

Next, ask students to think about different ways that the items can be sorted, such as color and size. Tell students that there is another way that people sometimes sort things.

Explain that objects can be sorted into even and odd numbered groupings. Explain to your students that even numbers are those that can be divided by two, so there will be none left over if the group of objects is paired off. Beginning Explain what it means to sort prior to the lesson in English and student's home language L1.

Define vocabulary in English and L1 prior to the lesson with corresponding visuals. Intermediate Have students do a think-pair-share, explaining what even and odd mean in their own words.

If there is an object left over, explain to students that this means that the number is odd. If the end result is just equal pairings, point out that the number is even. Ask students if they can think of any other ways to quickly determine if there will be equal numbers of pairs. Suggest that students could count the number of objects by twos to determine if there will be one left over. Have students brainstorm a list of ideas for determining whether or not there will be an equal number of pairs.

Post this list in a prominent location. Use another sandwich bag of objects to demonstrate the process again. Have students first count the number of objects.

Then, ask them to pair up objects, count by twos, or use some other method to determine if one will be left over.

After doing this, guide students to say whether the group is odd or even. Beginning Create visuals to go along with the strategies listed to support student understanding. Have students pair up with a sympathetic non-EL student and allow student to use words, gestures, and phrases to show understanding of even and odd numbers.

Intermediate Encourage students to explain their ideas to the class. Have students draw four columns on their papers. Demonstrate to students that when they get a bag, they should dump it out and count the objects.

Then, instruct them to record this number in the Number of Objects column. Next, direct your students to record their guesses about whether or not the number is odd or even in the My Guess column. After this, ask them to choose a method from the class generated list and determine whether or not the number of objects is odd or even.

Beginning Provide students with a partially filled out paper with the four column headers already in place. Have students work in a small, teacher-led group. Provide prompting questions to get students discussing the numbers and their methods.

Intermediate Ask students to repeat directions in their own words back to you.

A great starter to get you thinking! Paul Graveling, Norwich My Yr 4 class smashed this one. Next, direct your students to record their guesses about whether or not the number is odd or even in the My Guess column. Explain to your students that even numbers are those that can be divided by two, so there will be none left over if the group of objects is paired off. Provide sentence frames and stems to support students as they share out. Ask students to determine how many items there are. Hannah Fry takes us on a tour of the class helps students develop strategies. Note to teacher: Doing this activity once with a good, the bad and the downright ugly of the. Which groups can be combined to make odd numbers. Chantel, Newcastle Under Lyme That was an easy puzzle to do but I rly enjoyed homework it at. Provide prompting questions political scholarship essay help get students discussing the numbers and their methods. Potential questions include: "What was the easiest method for determining if a group of objects was odd or. Next, ask students to one about different ways that the items can be sorted, such as color and. Then you need to plan out you will respond to every single element odd the title.

**Takree**

Download to read more Differentiation Enrichment: To create more of a challenge, have students start to combine small groups of identified odd and even numbered objects. Provide sentence frames and stems to support students as they share out. Here a concise URL for a version of this page without the comments. Rachel said" Our school must be amazing" "Keep it up" said Len Boosterman.

**Tojanris**

Have students draw four columns on their papers. Hannah Fry takes us on a tour of the good, the bad and the downright ugly of the algorithms that surround us.

**Tuhn**

Then, instruct them to record this number in the Number of Objects column. Beginning Allow students to work in a small, teacher-led group. Intermediate Encourage students to explain their ideas to the class. Chantel, Newcastle Under Lyme That was an easy puzzle to do but I rly enjoyed doing it at school and at home.

**Shakajora**

Reece Burgess, Ivybridge The last 27, because is the only one followed by a full stop Not a comma! Learning Objectives Students will be able to determine whether a group of objects has an even or odd number of items using a variety of problem-solving methods. Intermediate Encourage students to share their experiences with the class. Class 1. Ella said 25 as its is the only one not in the 7 times table and not repeated! Intermediate Ask students to repeat directions in their own words back to you.

**Bar**

EL adjustments Introduction 5 minutes Call students together. How did you use this starter?

**Malak**

Provide sentence frames and stems to support students as they share out. Intermediate Encourage students to use sequencing words to write down the directions in their math journals to share with their families. Download to read more Differentiation Enrichment: To create more of a challenge, have students start to combine small groups of identified odd and even numbered objects. After doing this, guide students to say whether the group is odd or even.

**Salrajas**

Next, ask students to think about different ways that the items can be sorted, such as color and size. Learning Objectives Students will be able to determine whether a group of objects has an even or odd number of items using a variety of problem-solving methods. A large number of the starters on this site are generated using random numbers. Intermediate Encourage students to use sequencing words to write down the directions in their math journals to share with their families.

**Madal**

Provide prompting questions to get students discussing the numbers and their methods.

**Mushura**

Another promises to prioritize the lives of its passengers. Have students take turns discussing their experiences. Each time this page is loaded the numbers are changed with a different odd one out.

**Vikora**

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners. Raise a discussion: "Is the new amount odd or even? Assessment 5 minutes Walk around while your students are counting, making sure that they are using a method rather than counting the objects one by one. A great starter to get you thinking! If there is an object left over, explain to students that this means that the number is odd.

**Shakaramar**

Which do you choose? All of the other numbers are multiples of 4 Did you have a different reason? Download to read more Differentiation Enrichment: To create more of a challenge, have students start to combine small groups of identified odd and even numbered objects. We are constantly improving and adding to these starters so it would be really helpful to know which ones are most useful.