1. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Objectives
Day 1
Find doubles to double 6.
Day 2
Share numbers to 10 to find which are even/odd.
Day 3
Find odd and even numbers on a 1–20 number line or track.
Before teaching, be aware that:
On Day 1 you will need flipchart.
On Day 2 you will need tomatoes.
On Day 3 you will need 1-20 cards on washing line.
Year 1

2. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Starters
Day 1
Count in 2s (pre-requisite skills)
Day 2
Count to at least 20 (simmering skills)
Day 3
Count to 100 (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 1

3. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Starter
Count in 2s
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Count together along a line of large 2p coins on a washing line, tapping each coin twice and saying the multiples of 2 loudly. One, two, three, four. Repeat.
Count again, this time just saying the multiples of 2. Repeat, but stopping occasionally to ask How much money is that?
Drop real 2p coins into a tin counting as you go. Then repeat but stop at 6p. How much in the box now? Quickly add 2p. How much now? Continue until 20p is in the box.
Year 1

4. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Starter
Count to at least 20
Simmering skills – to use this starter, drag this slide to the start of Day 2
Pass a teddy around as you count on from 1 to the number of children in class today. Shout ‘change’, and children pass the teddy back, now counting back. Give lots of practice counting on and back through the ‘teens’ numbers.
Year 1

5. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Starter
Count to 100
Simmering skills – to use this starter, drag this slide to the start of Day 3
Use a bead bar to support counting in 1s to 100, emphasising the multiples of 5: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,…100. Repeat with a 1–100 grid, then try counting backwards ending with ‘Blast off!’
Ask children to join in with you as you count to 100 in 10s, flinging out 2 hands for each 10. Repeat, this time pointing to the numbers on the 100 grid (children still ‘flash’ hands of 10).
Year 1

6. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Objectives
Day 1
Find doubles to double 6.
Year 1

7. Day 1: Find doubles to double 6.
1 add 1 is 2.
Show children how to hold up their thumbs side by side.
2 add 2 is 4.
Children then hold up thumbs and index fingers.
Year 1

8. Children continue with each pair of fingers.
Day 1: Find doubles to double 6.
3 add 3 is 6.
4 add 4 is 8.
Children continue with each pair of fingers.
5 add 5 is 10.
Year 1

9. What do you notice about these additions?
Day 1: Find doubles to double 6.
What do you notice about these additions?
1 + 1 = 2
2 + 2 = 4
3 + 3 = 6
4 + 4 = 8
5 + 5 = 10
Year 1

10. Each addition uses the same number twice. These are called doubles.
Day 1: Find doubles to double 6.
Each addition uses the same number twice.
1 + 1 = 2
2 + 2 = 4
3 + 3 = 6
4 + 4 = 8
5 + 5 = 10
These are called doubles.
Year 1

11. Hold your fingers up to match again.
Day 1: Find doubles to double 6.
Double 1 is 2.
Hold your fingers up to match again.
1 + 1 = 2
2 + 2 = 4
3 + 3 = 6
4 + 4 = 8
5 + 5 = 10
Double 2 is 4.
Double 3 is 6.
Double 4 is 8.
Double 5 is 10.
Year 1

12. I’m thinking of a number.
Day 1: Find doubles to double 6.
I’m thinking of a number.
I double it, and I get 4.
What was my number.
Check using your fingers…
Show me double 2. 2
Year 1

13. I’m thinking of a number.
Day 1: Find doubles to double 6.
I’m thinking of a number.
I double it, and I get 10.
What was my number.
Check using your fingers.
Show me double 5. 5
Year 1

14. I’m thinking of a number.
Day 1: Find doubles to double 6.
I’m thinking of a number.
I double it, and I get 6.
What was my number.
Check using your fingers.
Show me double 3. 3
Year 1

15. I’m thinking of a number.
Day 1: Find doubles to double 6.
I’m thinking of a number.
I double it, and I get 8.
What was my number.
Check using your fingers.
Show me double 4. 4
Year 1

16. I’m thinking of a number.
Day 1: Find doubles to double 6.
I’m thinking of a number.
I double it, and I get 12.
What was my number.
Check using your fingers…!
Show me double 6. 6
Today would be a great day to use a problem-solving investigation – Sock Doubles – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE/GD: Find the doubles dominoes and record the double fact.
Year 1

17. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE: Double these numbers Sheet 1
GD: Double these numbers Sheet 2
Challenge
Year 1

18. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Objectives
Day 2
Share numbers to 10 to find which are even/odd.
Year 1

19. Day 2: Share numbers to 10 to find which are even/odd.
Dad is making his son and daughter’s packed lunches.
They both love cherry tomatoes. There are six left.
Can he share them fairly between the two lunch boxes?
Year 1

20. Can we share the tomatoes between the two lunch boxes?
Day 2: Share numbers to 10 to find which are even/odd.
Yes, we can!
Can we share the tomatoes between the two lunch boxes?
Year 1

21. 7 Day 2: Share numbers to 10 to find which are even/odd.
Can Dad share seven tomatoes between the two lunch boxes?
How many tomatoes are there this time?
Year 1

22. Day 2: Share numbers to 10 to find which are even/odd.
Let’s see what happens when we try to share seven tomatoes between two lunch boxes.
Year 1

23. We can’t! There is one left over.
Day 2: Share numbers to 10 to find which are even/odd.
Dad could cut the last tomato in half, but it would make a mess in the boxes!
We can’t! There is one left over.
Year 1

24. Note down those numbers which can be shared and those which can’t.
Day 2: Share numbers to 10 to find which are even/odd.
Talk to your partner…
Which other numbers less than 10 could we share between the two lunch boxes?
Note down those numbers which can be shared and those which can’t.
Year 1

25. Day 2: Share numbers to 10 to find which are even/odd.
Numbers which can be shared between two are called even.
Numbers which can’t be shared between two are called odd.
They always have 1 left over.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE/GD: Investigate which numbers of cubes are odd and even numbers.
Year 1

26. Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE: Odd and even socks Sheet 1
GD: Odd and even socks Sheet 2
Year 1

27. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Objectives
Day 3
Find odd and even numbers on a 1–20 number line or track.
Year 1

28. Let’s keep adding 2 more each time. Count as we add...
Day 3: Find odd and even numbers on a 1–20 number line or track. 2 4 6 8 10 12 14 16 18 20
Let’s keep adding 2 more each time. Count as we add...
And 2 more?
What would 2 more make?
Year 1

29. What types of numbers are these? Have we seen them before?
Day 3: Find odd and even numbers on a 1–20 number line or track. 2 4 6 8 10 12 14 16 18 20
Remember: these are the numbers that can be shared between two without having any left over, or having to cut one in half.
What types of numbers are these?
Have we seen them before?
They are even numbers.
Year 1

30. Let’s keep adding 2 more each time. Whisper count as we add…
Day 3: Find odd and even numbers on a 1–20 number line or track. 1 3 5 7 9 11 13 15 17 19
Let’s keep adding 2 more each time. Whisper count as we add…
What would 2 more make?
And 2 more?
‘Whisper count’ in 2s to emphasise the odd numbers: 1…2…3…4…5….
Year 1

31. What types of numbers are these? Have we seen them before?
Day 3: Find odd and even numbers on a 1–20 number line or track. 1 3 5 7 9 11 13 15 17 19
Remember: these are the numbers that can’t be shared between two without having any left over, or having to cut one in half.
They are odd numbers.
What types of numbers are these?
Have we seen them before?
Year 1

32. Whisper the odd numbers and shout the even numbers.
Day 3: Find odd and even numbers on a 1–20 number line or track.
Whisper the odd numbers and shout the even numbers. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Match up the socks to find the even numbers.
ARE/GD: Game of finding odd and even numbers on a number track.
Year 1

33. Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE: Work out the odd and even numbers Sheet 1
GD: Work out the odd and even numbers Sheet 2
Year 1

34. Even and odd numbers and doubles
Multiplication
Even and odd numbers and doubles
Well Done! You’ve completed this unit.
Objectives
Day 1
Find doubles to double 6.
Day 2
Share numbers to 10 to find which are even/odd.
Day 3
Find odd and even numbers on a 1–20 number line or track.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 1

35. Problem solving and reasoning questions
Draw arrows to match each number to its double:
4 4
2 10
5 6
3 2
1 8
Write the missing numbers:
• 2, 4, 6, ____ , ____ , ____
• 7, 9, 11, ____ , ____ , ____
• 26, 24, 22, ____ , ____ , ____
• ____ , 19, ____ , 15, 13, ____
Year 1