Odd and Even Numbers

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Overview

This 55-minute lesson is designed for Year 3 students at Oscott Manor School, focusing on identifying odd and even numbers on a number line, counting in 2s to find even numbers, and explaining why numbers are odd or even. The lesson aligns with the National Curriculum for England (Maths Key Stage 2: Number – Place Value and Number – Addition and Subtraction), tailored specifically for learners with ASD and additional learning needs.

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National Curriculum Links

• Mathematics – Number – Place Value (Year 3)
  Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
  Recognise the place value of each digit in a 3-digit number (hundreds, tens, ones).

• Mathematics – Number – Addition and Subtraction (Year 3)
  Add and subtract numbers mentally, including: a three-digit number and ones.

• Mathematics – Number – Multiplication and Division (Year 3)
  Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables.

• Key Skills
  Recognise odd and even numbers.

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Learning Objective (Collective)

To be able to identify odd and even numbers on a number line, count in 2s to find even numbers, and explain why a number is odd or even.

Success Criteria

• I can colour odd numbers in one colour.
• I can colour even numbers in another colour.
• I can chant the 2s pattern up to 100.
• I can explain that even numbers end in 0, 2, 4, 6, or 8.
• I can say “15 is odd because one is left out.”
• I can say “16 is even because it makes pairs.”

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Resources

• Large laminated number line 0–50
• Personal number lines for each pupil (A3 size, clear fonts, dyslexia-friendly font "Open Dyslexic")
• Red and blue colouring pencils/crayons
• Two-sided drywipe boards per pupil for quick writing tasks
• Counting objects (bears, counters, or buttons)
• Visual aids showing even and odd numbers in pairs
• “Odd and Even” chant audio (pre-recorded with clear slow pace)
• Visual timer and calming area for emotional regulation breaks

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Timetable and Activities

0-5 Minutes | Starter (Engage)

• Routine Check-In: Welcome, breathing exercise (2 minutes) to support emotional regulation.
• Recap previous number work using a visual number line.
• Introduce the day’s objective using a simple visual story about friends pairing up for football (to relate to pairs and even numbers).

5-15 Minutes | Introduce and Model

• Show the laminated number line 0-50 on the wall.
• Teacher colours in even numbers (0, 2, 4, 6, 8) in blue and odd numbers (1, 3, 5, 7, 9) in red on the large number line, modelling clearly and explaining the concept of pairs (even) and “one left out” (odd).
• Use counters to model pairing – physically show how even numbers make pairs and odd numbers leave one out.

15-25 Minutes | Scaffolded Guided Practice

• Pupils colour their personal number lines (0-30) using red and blue pencils: blue for even, red for odd.
• Teacher circulates to support and prompt explanations: “Why did you colour this number blue?” Encourage verbalising “It’s even because …”
• Dyslexia-friendly handout with numbers in colour-coded fonts helps identification for reading support.

25-35 Minutes | Counting Rhythm & Explanation

• Play the “Odd and Even Chant” audio, encouraging choral repetition of counting in 2s up to 50 first, then up to 100 for advanced learners.
• Discuss and reinforce that even numbers end with 0, 2, 4, 6, or 8.
• Use two-sided dry-wipe boards: pupils write or draw pairs for a number you say (e.g., “Draw pairs for 14”).
• Encourage pupils to explain their thinking aloud or in short sentences.

35-45 Minutes | Consolidation Activity

• Counting in 2s game: Pupils stand and pass a ball as they count in 2s, reinforcing the even numbers physically and visually.
• Students explain why a given number is odd or even: e.g., “15 is odd because one is left out” or “16 is even because it makes pairs.”
• Small group discussion to foster communication skills and peer support.

45-50 Minutes | Differentiated Extension

• For advanced learners:

  • Extend the number line to 100 and identify odd/even with larger numbers.
  • Introduce the concept of odd/even in addition problems (e.g., even + odd = odd).

• For learners needing extra support:

  • Use tactile materials (e.g., number cards with raised dots) to feel differences.
  • Individualised counting supports alongside one-to-one adult guidance.

50-55 Minutes | Plenary and Reflection

• Referring back to the success criteria, pupils self-assess by ticking statements with a symbol (smiley face or thumbs up).
• Teacher provides verbal descriptive feedback focusing on communication efforts and understanding.
• Emotional regulation cool down with a calming visual routine (deep breaths or stretching).
• Set a simple home task: “Find and colour the odd and even numbers in your favourite storybook.”

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Differentiation Strategies

• Visual supports: Use of colour coding, number lines, and pairing images for clarity.
• Structured routine: Clear transitions signaled by a timer and visual schedule.
• Speech and language: Encourage short sentences, allow verbal or signed responses, use sentence starters (e.g., “___ is even because…”).
• Multi-sensory learning: Physical counting objects, movement activities, and auditory chants.
• Reading support: Dyslexia-friendly fonts and colour-coded printouts.
• Emotional regulation: Calm zones and consistent check-ins to support learners with ASD.
• Additional adult support: One-to-one aid where necessary.

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Assessment for Learning

• Formative: Observation and questioning during activities; children explain reasons for odd/even verbally.
• Summative: Completed number line colour coding and chanting; success criteria checklist at plenary.
• Peer assessment: Partner explanations during the ball-passing game.

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Extension Activities

• Create and decorate an “Odd and Even Numbers” poster explaining the concept using pictures and numbers.
• Use technology (if available): Interactive whiteboard games sorting odd and even numbers.
• Investigate odd/even patterns in everyday contexts (e.g., house numbers, football scores).

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This plan prioritises structure, multi-sensory engagement, and emotional regulation, supporting the unique needs of pupils at Oscott Manor School while delivering key skills mandated by the National Curriculum.