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Overview
Students read the Summary, which reviews the main concepts
of this section. They then analyze a configuration of squares
to determine whether the total number of squares is odd
or even. Students also write a description of the difference
between odd and even.
Planning
Have students work individually on problems 14 and
15. The Extension may be assigned as homework. After
they complete Section A, you may assign appropriate activities
from the Try This! section, located on pages 39-42 of the
Student Book, for homework.
Comments
about the Problems
| 14.
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Informal
Assessment This problem assesses students' ability
to recognize patterns in arrangements of objects and
pictures and their ability to reason about patterns
using pairing; symmetry; even, odd, and super-even numbers;
and symbols. It also assesses their understanding of
the concepts of pairing; even, odd, and super-even numbers;
and zero as even. |
| 15. |
Informal
Assessment This problem assesses students' understanding
of the concepts of pairing; even, odd, and super-even
numbers; and zero as even. This problem evaluates students'
understanding of even and odd numbers. It also shows
whether they think at a concrete level by listing examples
without describing generalities or are able to give
more general description. |
Extension
Ask students: Is zero even or odd? [even] Encourage
the class to think about zero, and whether it is even or
odd. Have students share their reasoning. The idea of zero
as even returns in Section C.
Did
You Know? The V-formation is characteristic of the flight
of ducks, geese, pelicans, and cranes. The "V"
points in the direction of flight. In this formation, each
bird behind the point can use the air that comes off of
the outer wing of the bird ahead of it. This extra force
of air helps a bird fly with less energy than it would need
if it were flying a lone. The bird flying at the point of
the V drops back when tired, and another bird takes its
place. The formation probably also helps to maintain the
social structure of a flock and helps young birds learn
routes.
Source:
The Cambridge Encyclopedia of Ornithology, edited by
Michael Brooke and Time Birkhead (Cambridge, England: Cambridge
University Press, 1991)
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