Students practice skip-counting by 2s through a sit/stand or raise-hand activity and by pointing to every other number on a laminated number line. Students color every number they come to when counting by 2s on a 1–100 number grid and are asked to observe patterns (e.g., numbers ending in 2, 4, 6, 8, 0). Students create pattern books that include coloring patterns for 4 and 6, and an optional snack activity has students arrange items in 2, 4, 6 groupings.

Students practice counting by 2s in Day 2 when they fill in sequences such as 1, __, 3, __, 5, __ and are explicitly asked "What are you counting by?" Students complete other skip-counting tasks (by 3s, 5s, 10s) and use a number line to place missing numbers, which gives repeated practice with even-number patterns. Several activities ask students to create and extend numeric patterns on grids and sequences, reinforcing recognition of every-other-number structure.

Students use counters to create two rows for each number 1–20 and record whether the number can be divided into equal groups (Activity 3). The lesson has students divide real objects (pretzels) into equal groups (Activity 1) and solve equal-sharing problems with numbers up to 24 (Activity 7), and it explicitly asks students to notice the pattern when counting by 2s. Students also practice odd/even identification with an interactive game for numbers 1–20 (Activity 5).

The Skills list explicitly includes the standard language: determining whether a group of objects (up to 20) is odd or even and writing an equation to express an even number as a sum of two equal addends. Students are asked to create photographs that show "Odd and even numbers" with examples (e.g., a group of 4 toys labeled even and a group of 7 toys labeled odd). Students are also asked to show "Equal groups of objects" with an example of splitting 6 cookies into two equal groups.

Students begin by sorting number cards 1–20 into odd and even groups and are asked to add another number to each group. Students manipulate an egg carton (remove one egg, then another) to observe changing from even to odd and back, and they name arrays (rows and columns) and create arrays for given numbers (8, 12, 16, 20). In Activity 2 and on student pages, students write number sentences for arrays (e.g., 6 + 6 = 12, 3 + 3 + 3 + 3 = 12, 4 + 4 = 8), and they are asked to make arrays for odd numbers (5, 7) to test relationships between arrays and odd/even numbers.

Students are asked to model 5 + 5 = 10 on the abacus (Activity 3), moving five yellow beads and five blue beads and counting the total, which directly has students write and show an even number as a sum of two equal addends. Students create and interpret arrays (3 x 3 and 3 x 5) and use dominoes, dice, and counters to represent numbers, giving practice with grouping objects and multiple representations of numbers. The skill list also includes using addition to find totals of objects arranged in rectangular arrays up to 5 by 5, which supports understanding of grouping.

Students are asked to "circle ALL the even numbers on the page" in Activity 6 (answers listed: 8, 6, 8, 10, 14, 18). Students cut out 20 pretend dollar bills and "count out dollar bills to pay for his meal" in Activity 1, working with totals up to 20. In Activity 5 and Activity 6 students practice sums and missing addends with bowls and number sentences that include even numbers (e.g., bowls labeled 2, 4, 5, 7, 8, 10 and addition problems whose sums include numbers up to 18).

Activity 4 explicitly instructs students to "circle all of the odd numbers you can find," so students practice identifying odd numbers on the subtraction worksheet. Activity 2 and several activities provide physical manipulatives (e.g., counters, at least 22 counters, abacus) that students use to represent and solve number problems, which could be used to model groups of objects up to 20. The Student Activity Pages contain numeric problems with values up to and including the teens and low twenties (e.g., 18, 22, 15), giving students opportunities to work with quantities in the range specified by the standard.

Students model doubles (1+1 through 10+10) with counters and solve double facts (Activity 3). They are asked to identify the pattern that the sums "count by 2s" and that "they're all even." Students complete activity pages listing doubles and write the corresponding equations up to 10 + 10 = 20.

The materials provide repeated practice with doubles (e.g., 5+5, 4+4, 8+8, 10+10) on the Fact Power 1 sheet and in the Fact Family Cards up to sums of 20, so students compute sums of equal addends. Activities ask students to create and use dominoes and triangular fact family cards to generate addition and subtraction sentences using those numbers, reinforcing writing and recognizing equal-addend equations within fact families.

Students practice addition facts to 20 on the "Fact Power 2" sheet (problems include equal-addend examples such as 5 + 5). The calculator activity has students enter and evaluate addition sentences (including 5 + 5) and play rounds with flashcards to 20. The "How Many Ways" activity has students generate many addition sentences that sum to a given number up to 20, so students write and record different addend combinations.

Students are asked to count from 40 to 80 by 2s in the Introduction, which practices skip-counting by twos. The wrapping up also asks students to review counting by 10s to 100, reinforcing skip-counting skills. Students are given random number cards 1-100 to compare greater/less, showing some number sense practice.

Students use tally marks to note how many of each shape they find in Activity 4 (Shape Scavenger Hunt) and then write the total number for each shape. They answer questions that require combining counts, such as "How many triangles and circles did you find altogether?" The wrapping-up prompt asks students to create pictures with specified numbers of shapes (for example, two squares and four triangles).

Students practice 10 additional random addition and subtraction flashcards and are asked to identify which facts correspond to strategies such as doubles, doubles plus one, and doubles plus two. Students are encouraged to sort flashcards based on those strategies and then practice the facts with the strategies in mind. The inclusion of "doubles" practice connects to the idea of equal addends for even sums.

The Facts and Definitions explicitly define even and odd numbers and list the ending digits that indicate each. In Activity 2 students are asked to determine whether 35, 29, and 61 are odd or even and to explain why using the digit in the ones place. The student worksheets ask students to circle even numbers and to classify numbers as tens + ones, giving repeated practice identifying even/odd by digit endings.

The lesson includes a Doubles section with explicit examples (3+3=6, 4+4=8) and asks students to write additional examples, so students practice writing equal-addend equations. The Doubles Plus 1 activity (3+3=6 so 3+4=7) has students use doubles to find related sums, which connects to recognizing numbers that are one more than a double. Students also complete practice problems and write addition sentences (e.g., composing tens and using base-10 manipulatives) that reinforce simple addition facts used in doubles reasoning.

Students are asked to work with a 1–100 number grid and to "point to an even number that is between 71 and 77," which requires identifying an even number. Students also practice counting by 10s (starting at 4) and by 5s (from 55 to 75) on the number grid, which reinforces numerical patterns. The activities include repeated counting and writing numbers that could support recognition of number parity.

Students are asked while completing the 301–400 number grid to say whether the number they are writing is odd or even. In the Wrapping Up section students pick numbers from their completed grids and are asked to explain whether each number is odd or even and how they know.

In the Wrapping Up section students are asked to identify and list odd numbers between 430 and 440 (431, 433, 435, 437, 439) and to count how many even numbers are between 387 and 395 (388, 390, 392, 394). Students also complete number grids and practice locating numbers that are 1 more/1 less or 10 more/10 less, which involves recognizing numeric parity when listing or counting sequences.

Students are asked to list ways to make an hour and explicitly identify 1 hour, 2 half hours, 4 quarter hours, and 1 half hour + 2 quarter hours, and they may use a geared clock to test these decompositions. Students are prompted to pair two 30-minute activities to create one-hour blocks and to place four 15-minute activities together to make an hour. Students are asked to check each hour block and 'prove' that the activities in each one add up to an hour.

In Activity 2 students place coins in cups to make given cent amounts and are then asked to point out which cups include an odd amount of money (99¢ and 73¢). Activity 3 has students cut out boxes showing groups of coins, figure out the value of each group, and write those values, which requires counting coins in each group. The Matching Amounts pages present multiple groups of coins that students must count and compare, providing opportunities to notice whether counts or values are odd or even.

Students play the money exchange game where they roll a die, collect pennies, and exchange coins and bills to keep as few coins as possible, which requires grouping smaller coins into larger units. Students complete the "My Piggy Bank" activity by rolling a die, coloring coins, and counting the total value, and they are asked to compare one and two half-dollars and then three and four half-dollars. Students are guided to put half-dollars in pairs to make dollars and to notice when an "extra" half-dollar remains, modeling pairing and the idea of a leftover item.