Even and Odd Numbers

Overview

This 55-minute lesson is designed for a small group of four Year 1 students at Oscott Manor School, with a focus on supporting learners with ASD and other additional learning needs. It introduces the concept of even and odd numbers rooted in the National Curriculum for England (Mathematics: Number - Number and Place Value, Year 1), while embedding clear routines, visual supports, and emotional regulation strategies.

National Curriculum Reference:

Number - Number and Place Value: Recognise and use language relating to dates, including days of the week, weeks, and months; count to and across 100, forwards and backwards; identify and represent numbers using objects and pictorial representations (including the number line); use the vocabulary of equal to, more than, less than (fewer), most, least.
Year 1 Mathematics Programme of Study – Number – Number and Place Value: Understand the number system, including the concept of odd and even numbers through pairing.

Learning Objectives (LO)

To be able to explain that even means “no one left out.”

Success Criteria (SC)

I can explain that even numbers make pairs with no one left out.
I can say that odd numbers leave one leftover when trying to make pairs.

Resources

Visual cards with numbers 1–10 (large, dyslexia-friendly fonts, clear spacing)
Counters/beads or paired objects (e.g. small animals, blocks)
Large double-sided T-chart (Even / Odd) displayed visually with symbols (pairs and one leftover)
“Emotion thermometer” visual aid for regulating feelings during activities
Whiteboard and coloured pens
Simple story and rhyme incorporating pairing language

Lesson Structure

1. Welcome and Settle (5 minutes)

Routine check-in: Brief emotional regulation/“how are you feeling today?” check using the emotion thermometer visual.
Outline what will happen in the lesson using a simple, clear visual schedule.
Recap number recognition (1–10) briefly, showing number cards.

2. Introduction to Pairing for Even and Odd Numbers (10 minutes)

Explain that “even” means no one is left out when we make pairs. Use a story to introduce the concept: “Imagine 10 friends want to pair up to play, but none want to be alone. Is that even or odd?”
Show number cards 2, 4, 6, 8, and 10 and give the groups of counters/beads. Model pairing objects carefully to show no leftover.
Support children in verbally explaining that even numbers make pairs with no one leftover. Use sentence stem: “The number __ is even because __.”
Display T-chart with “Even = pairs” and visual symbols.

3. Exploration of Odd Numbers (10 minutes)

Show number cards 1, 3, 5, 7, 9 with counters/beads. Model pairing and emphasise the “one leftover.”
Discuss odd numbers as those that leave one out when trying to make pairs.
Sentence stem: “The number __ is odd because __.”
Update T-chart with “Odd = one leftover” with clear visuals.
Use rhymes or chants, e.g. “Pairs are good with even number friends, odd number pals have one to the end!”

4. Hands-on Activity: Pairing Practice (15 minutes)

Each student takes a turn selecting a number card (1 to 10) and physically pairing up the counters or objects.
Pupils say if the number is even or odd and explain why using the sentence stems.
Teacher supports language, clarifies using visuals and models answers.
For emotional support, pauses to check in using the thermometer if a student seems frustrated or disengaged.

5. Assessment Check and Success Criteria Review (10 minutes)

Group discussion with each child explaining one even number and one odd number using counters/objects.
Teacher and peers affirm correct use of pairing language; adjust prompts for any misunderstandings.
Show checklist of success criteria, with thumbs up / down for student self-assessment and teacher notes.

6. Extension and Wind-Down (5 minutes)

Extension task for advanced learners:
Provide numbers above 10 up to 20 on cards. Students try to pair and say if even or odd independently.
Dyslexia-friendly option:
Provide number cards with symbols only (pairs of dots or small icons), reducing reading load. Use tactile counters.
End lesson with a calm, repetitive rhyme or song about evens and odds to support memory and engagement.

Differentiation Strategies

Student Need	Adaptation
Low ability readers	Use clear, large font cards; rely on symbols and visuals instead of text. Support verbal explanations using sentence stems and modelling.
ASD and Communication Support	Maintain clear, consistent routine and visual timetable. Provide visual prompts for talking turns. Use social stories around “no one left out” concept.
Dyslexia-friendly	Use dyslexia font on number cards, spacing numbers well. Include tactile, kinaesthetic pairing activities. Offer verbal explanations more than written ones.
Emotional regulation	Use emotion thermometer regularly. Build in sensory breaks if overwhelmed. Use calm voice and structured praise.
Advanced learners	Offer numbers beyond 10; ask for explanations of the patterns (e.g., last digit in even numbers). Introduce simple addition of pairs (e.g., 4+4=8).

Reflection and Next Steps

Teacher to record observations of each child’s ability to explain even and odd numbers using pairing language.
Plan to revisit odd and even numbers with number line and simple sorting in the following lesson to consolidate knowledge.
Consider incorporating digital pairing games with immediate visual feedback for more engagement next lesson.

By carefully blending the National Curriculum's mathematical expectations with the specialised needs of your pupils at Oscott Manor School, this lesson plan supports meaningful, inclusive learning with clear structure, visual scaffolds, and emotional consideration.

Teaching Instructions