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Even numbers.8/10/2023 ![]() Provide time for paired discussions and recording of ideas. For each number, have them record the number of pairs there are. Have students, on their own paper or think-board, draw a picture of the even numbers.Recognise that this is a pattern that grows by +2 each time. For example: ‘you keep on adding 2’, ‘it’s +2 each time’, ‘they go in pairs’, ‘they match and have partners’, ‘they’re called even because there’s none left over’, ‘it’s kind of fair’ etc.). Record students' ideas on the class chart or modelling book. Provide time for them to discuss and record what they notice. Have the students make a cube model of each of the even numbers to at least 10, depending on the number of cubes available. Group the students in a way you feel is appropriate to the needs of the class. Make multilink or unifix plastic cubes available to students.Recognise the pattern that they make: the counters are on every second number. Then have the other student begin at twenty and count back in even numbers, replacing the counters as they do so. Have one student read even numbers to twenty aloud, removing the counters as they do so. Have students now place counters of the same colour on each even number on their number strip.Agree that these are all reasons why the identified numbers are known as even numbers. For example: ‘They’re neater that way’, ‘There’s no extra ones sticking out’, ‘The rows are equal’, ‘They’re in pairs’, etc. ![]() Have the students suggest reasons why commercial packaging mostly works in this way and record their ideas. Elicit from the students, or tell them, that these are all even numbers.
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