Odd and Even number activity

I wanted to refresh K's knowledge on odd and even numbers, so today we completed an activity idea I took from sister Umm Sara's blog Lifetime learning at home. (click through to see original idea for this activity). I've been trawling through Umm Sara's blog for the past few days taking many ideas to try with my little madams inshallah! (JazakAllah khayr sis :)  ).

So if you've clicked through onto Lifetime learning at home already, you will have seen that they made 2 streets with houses grouping together the odd and even numbers mashAllah.

I put together a sheet with a pretty house (found on google images) and inserted numbers 1-10. I've uploaded it online and can be downloaded inshallah HERE!

K then coloured and cut out before arranging onto her 2 streets to stick. We've stuck her poster on the wall to help K remember that odd numbers will aways end in a 1,3,5,7 or 9 and an even number will always end in 2,4,6,8 or 0.

odds and events continued....

Following on from our previous maths lesson, we continued working with odd and even numbers, to ensure that Khadeeja fully understood odds and evens inshallah.

A quick lesson using a small hand held whiteboard (because she loves using it!). I drew out a table headed with Odd and Even, instructing Khadeeja to write in numbers 1 - 20 in the correct column.

After she completed the task, I asked her how she knew which numbers were odd and even, to which she answered that each numbers goes in turns, odd, even, odd, even, odd, even etc.

So, to make sure she would be able to recognise any given number, I further explained that any number which ends with 2, 4, 6,8 or 0 will be an even number, and any number that ends with 1,3,5,7 or 9 will be odd.
I wrote these odd and even numbers on the board for her to refer to, as I gave random numbers for her to identify as odd or even. I asked her to explain how she knew a particular number was odd or even, and alhamdulillah she answered. I then asked her to write me any even number, and then any odd number she liked.

I'll probably do a few reminders throughout the week to ensure she fully understands and retains the information inshallah!
(that's usually what I do when we introduce something new in any lesson, be it maths, literacy, Islamic studies etc....throughout the week I will ask reminder / revision questions or ask Khadeeja to explain something quickly at random times, often at dinner weirdly! ...I guess its because we are all sat down together then! )

Opposites, odd and even numbers!

We've been using MEP Maths which so far, alhamdulillah I am finding great! Today, was the introduction of odd and even numbers, and opposits. Neither of these concepts I have disscussed with Khadeeja previously.

We began explaining opposites, which she looked at me with a blank face and said "I don't understand what you are saying!", and I thought to myself, how difficult is it to understand the what the opposite of something is!
"Opposite" is a new word for Khadeeja which needed explaining and understanding. So, I gave her examples, but using the word "different" in place of opposite.
So, for example, I explained that small is different to big, tall is different to short etc. I then asked what is different to fat, wide, above, rights, top etc, and alhamdulillah she gave its opposite. I explained that this is what "Opposite means".

We then went on to odd and even numbers. Again, a concept which she had not worked with previously.
So we went back to the very basics!

We used the unifix cubes to help give a physical visual example of odds and evens.
I took 1 cube and asked Khadeeja to do the same. I explained that 1 by itself can not be split into 2 groups, so 1 is by itself without any partner to hold hands with. So 1 is odd.

We then took 2 cubes, and demonstrated that we can split 2 into 2 equal groups that can hold hands, so 2 is even.

Then took 3, and again demonstrated splitting into 2 groups, asking if we could divide 3 into 2 groups that are the same? 1 cube was left over by itself, so I explained that it doesn't have a partner to hold hands with, its all by itself and is sad. So number 3 is an odd number.
We carried on up to 5, and then did 10.

I then laid out the cubes in numbers from 1 to 10 which Khadeeja then placed the number labels (to help with the next part of the activity of identifying odd and even).

Next, I asked Khadeeja to tell me if each number was odd or even, using the cubes to split each number into 2 groups in order to visually identify which could be split equally and which could not.

We then took some beads (which her friend had given her) and I asked her to place a bead on all of the odd numbers, and then the even numbers.
We identified the pattern, that the odd and even numbers alternated.

Next, using the MEP lesson plan, I drew on the white board a number ladder from 1 - 12, which we used to identity the odd and even numbers - counting only the odd numbers aloud and the evens silently, and vice versa.

Finally, in Khadeejas Maths exercise book, we put a table with 2 columns headed odd and even, which Khadeeja had to write the numbers in the correct columns