What does it mean for a number to be “even”? Give some examples and some non-examples to illustrate your ideas.
How might a student in kindergarten think about the idea of being “even”? What about a middle schooler? How about someone in high school?
Write down at least three clear meanings for “even”. Draw some pictures to illustrate your ideas.
What does it mean for a number to be “odd”? (Answer this question in at least three ways!) Give some examples and some non-examples to illustrate your ideas. Draw pictures as appropriate.
If you add two different even numbers, do you get an even number, an odd number, or neither? Solve this problem in two different ways, and use the meanings of even and odd to explain your thinking.
If you multiply two different odd numbers, do you get an even number, an odd number, or neither? Solve this problem in two different ways, and use the meanings of even and odd to explain your thinking.
What does it mean for a number to be a “factor” of another number? Give some numerical examples and non-examples to illustrate your thinking.
What does it mean for a number to be a “multiple” of another number? Give some numerical examples and non-examples to illustrate your thinking.
Give some real-world examples of factors and multiples. Where do these ideas come up in school or otherwise?
Rewrite at least one of your definitions of “even” to include the word “factor”. Explain your thinking.
Rewrite at least one of your definitions of “even” to include the word “multiple”. Explain your thinking.
2026-07-17 02:44:08