Beacon Lesson Plan Library

An Odd Pair of Eyes

Dena Reid


This lesson creates an enthusiastic environment for learning about odd and even numbers through chants, actions, manipulatives, and drawings. Students are guaranteed to be all smiles by the end of the lesson.


The student demonstrates and builds models to show the difference between odd and even numbers using concrete objects or drawings.


-Markers or chalk, especially red
-Drawing paper
-Cups of 20 M&M’s, one per student
-Pencils or crayons for drawing
-[An Odd Pair of Eyes] Activity Sheet, one per student


1. Gather materials. (See Materials.)
2. Make copies of [An Odd Pair of Eyes] Activity Sheet. (See associated file.)


1. Write on the board: 0 2 4 6 8 EVEN and 1 3 5 7 9 ODD. Point to these numbers while chanting: 0, 2, 4, 6, 8. Even numbers are always great! 1, 3, 5, 7, 9. Odd numbers are just as fine! Encourage students to chant along and repeat several times.

2. Tell students that they will be learning about even and odd numbers and their differences.

3. Ask students if they see a pattern among the even numbers. Discuss how two is added to each number to get the next number or how a number is skipped to get the next number.

4. Ask students what number would come after 8 if the pattern continued. Choose a student to come forward and list the next number (10). Continue calling on students until the even numbers have been listed to 20.

5. Discuss the entire pattern of even numbers 0-20. Ask students if they notice a pattern as the numbers continued. Make sure students understand that the pattern of 0,2,4,6,8, continues in two-digit numbers (10, 12, 14, 16, 18,...). Underline the ones place in red (0, 2, 4, 6, 8), and remind students that this pattern continues in all even numbers.

6. Repeat steps 3-5 for odd numbers. Continue listing the odd numbers to 19 and discussing the pattern.

7. Choose eight students to come forward. Tell students that even numbers can be divided into pairs or groups of two without any left alone. Model this with the students by dividing the eight students into pairs. Tell each pair to join hands. Instruct students that as you point to each pair, they will begin counting (each pair) by 2's, for a total of eight students.

8. Repeat step 7 with an odd number of students, such as 5. Discuss how there is always one left over with odd numbers.

9. Repeat steps 7-8 for additional practice.

10. Distribute drawing paper and cups of M&M’s. Model on the board how to draw a happy face without eyes. Instruct students to draw ten faces without eyes. Tell them that the M&M’s will be used as eyes, and they can only use the number of eyes called out.

11. Tell students to use only eight eyes and place them in pairs on the faces. Circulate and observe, assisting as needed. Ask students to tell if 8 is even or odd and why. (Emphasize that they make four pairs with none left over.)

12. Remove the eyes. Tell students to use only eleven eyes and place them in pairs. Circulate and assist, as needed. Ask students to tell if 11 is even or odd and why. (Emphasize that the eyes make five complete pairs with one left over.

13. Repeat steps 11-12 for additional practice.

Day Two

1. Sing the even and odd chant from Day One.

2. Elicit responses from students about how we can know if a number is even or odd. (Emphasize that even numbers can be grouped into pairs with none left over. Odd numbers always have one left over.)

3. Distribute [An Odd Pair of Eyes] Activity Sheet for formative assessment. (See associated file.)


Students demonstrate a knowledge of even and odd numbers through actions and through building models using manipulatives.
Observe students, giving corrective feedback as needed.
Formatively assess learning by using [An Odd Pair of Eyes] Activity Sheet. (See associated file.)
Provide additional opportunities for practice.


1. Read the book, [Even Steven and Odd Todd] by Kathryn Cristaldi and Marilyn Burns. Distribute drawing paper and tell students to choose a number between 1 and 20. Students should write the number and draw objects to illustrate. The objects should be grouped in pairs. If the number is even, students should write, “Even Steven likes everything even!” If the number is odd, students should write, “Odd Todd likes everything odd!” Collect drawings and make a class book entitled, [Even Steven and Odd Todd].
2. Make headbands or stick puppets and write Even Steven or Odd Todd on them. Play a game by writing a number on the board. Students with Even Steven should stand up or hold up their stick puppet if they think the number is even, and vice versa, if they think the number is odd.
3. Make a circle graph. In the smaller circle, write EVEN. In the outer circle, students should brainstorm and list things that come in pairs.
4. Make copies of a ditto that displays a telephone. Let students write in the center:
0 2 4 6 8 EVEN
1 3 5 7 9 ODD
Allow students to use this as a study guide and play a game, pretending to dial larger even and odd numbers as they are called out. Remind them that the digit in the ones place will let them know if it is an even or odd number.

Attached Files

The Activity Sheet.     File Extension:  pdf
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