Odds, evens and doubles to 10

Can every counter have a partner? Odd and even

Objective: Children work out whether a group of counters can be split exactly into pairs (even) or always leaves one without a partner (odd), for amounts from 1 to 10.

What to do

1. Gather the group and say, 'We're going to find out if every counter can have a partner, or if someone gets left on their own.'
2. Turn over a number card, say the number aloud together, and ask a child to count out that many counters into their tub.
3. Model pushing counters into pairs on the mat, one pair at a time, saying 'this one has a partner, this one has a partner' as you go.
4. Ask each child to pair their own counters the same way, moving two at a time into the circles.
5. Once all counters are paired (or one is left over), ask: 'Does every counter have a partner, or is one left on its own?'
6. Introduce the words 'even' (every counter has a partner) and 'odd' (one is left without a partner) for that number.
7. Repeat with a new number card, swapping who turns over the card each round.
8. Finish by lining up the numbers tried so far and asking the group to say 'odd' or 'even' for each one.

Misconceptions

Adapting

• Support: Work with amounts up to 5 only, and sit alongside the child to move the first pair together before they try independently, using real partner objects like two shoes to anchor the word 'partner'.
• Challenge: Show the number card and ask the child to predict 'odd' or 'even' before touching the counters, then check by pairing; compare two numbers and explain which one has a counter left over.
• SEND and EAL: Pair up real objects first (gloves, shoes, socks) and say 'partner' while pointing, before moving to counters; use picture/word cards showing 'odd' and 'even' alongside gesture (two fists knocking together for a pair, one fist alone for 'left over').

Look for

• Child pairs counters independently without being told how
• Child points to the leftover counter and names it as 'left on its own' or similar
• Child predicts odd or even before pairing and checks their prediction
• Child uses one-to-one correspondence accurately when counting the total

Picture cards for this session

Doubles: the same again

Objective: Children make doubles of 1, 2, 3, 4 and 5 using real objects, matching their own doubles to the ladybird spot patterns and saying double facts in their own words.

What to do

1. Gather the children and show the ladybird mat. Say, 'This ladybird needs spots, the same number on each side.'
2. Turn over the top picture card and show it, saying, 'This ladybird has made a double. Let's look at one side.'
3. Ask a child to count the spots on one side of the card out loud, then place that many counters on the left plate of the mat.
4. Say, 'Now we need the same again on the other side,' and ask a child to copy the same number of counters onto the right plate.
5. Push the two plates together onto the ladybird's back and count all the counters together to find the total.
6. Say the double fact together as a sentence, for example, 'Double 2 is 4.'
7. Turn over the next card and repeat, inviting a different child to count and build each side.
8. Once all five cards have been used, mix them up and let children choose a card to build independently, checking their own double before saying the fact aloud.

Misconceptions

Adapting

• Support: Focus on double 1 and double 2 only, using the child's own fingers (one hand, then the other hand) alongside the counters so the 'same again' idea is felt as well as seen.
• Challenge: Before building a side, ask the child to predict the total out loud, then build it to check. Ask them to find a double fact that matches a ladybird they can see elsewhere in the room, book or display.
• SEND and EAL: Pair every number word with the matching numeral card and a finger count. Use the same short sentence each time, 'Double 2 is 4,' and model it slowly before asking the child to repeat it alongside the actions.

Look for

• Children placing matching amounts on each side without needing to recount the first side
• Children using the words 'double' or 'the same again' unprompted
• Children self-correcting when the two sides do not match
• Children beginning to predict the total rather than counting every counter from 1

Picture cards for this session

Sharing fairly between two

Objective: Children will share a group of real objects fairly between two plates, noticing when both plates match exactly and when one object is left over.

What to do

1. Show the children the two plates and the two teddies. Say, 'These two teddies want to share these counters fairly. Fair means everyone gets the same amount.'
2. Count out 4 counters into the bowl together, saying each number aloud.
3. Share the counters one at a time onto each plate, saying 'one for this teddy, one for this teddy' as you go, inviting a child to help you.
4. Ask the children to count how many are on each plate and check they match. Say, '4 shared fairly between 2 plates is 2 each.'
5. Repeat the sharing with 6 counters, then 8, then 10, letting a different child lead each time and checking both plates match.
6. Introduce 5 counters and share them one at a time as before. When one counter is left in the bowl with no plate to go to, stop and ask the children what to do.
7. Explain that 5 shared between 2 is 2 each, with 1 left over, and place the leftover counter clearly between the plates, not on either one.
8. Repeat with 7 counters, then 9 counters, inviting children to predict before sharing whether they think there will be one left over.
9. Finish by lining up the leftover counters from the 5, 7 and 9 shares and asking the children what they notice about these numbers compared with 4, 6, 8 and 10.

Misconceptions

Adapting

• Support: Start with 4 counters and physically hand each counter to the child, saying 'one for you, one for teddy' to establish the one-to-one sharing action before moving on to 6, 8 and 10.
• Challenge: Ask children to predict, before sharing, whether a number will share out exactly or leave one over, and to explain how they worked it out without sharing the counters first.
• SEND and EAL: Use the same short repeated phrase each time, such as 'one, one... left over', alongside pointing and placing gestures. Pair the child with a confident talk partner and use real objects rather than pictures so the meaning is clear.

Look for

• Shares counters one at a time using one-to-one correspondence
• Checks both plates by counting and comparing the totals
• Identifies and names a leftover counter when one is present
• Begins to use words such as fair, odd, even or left over
• Notices a pattern between numbers that share out exactly and those that leave one over

Picture cards for this session

Spotting odd and even numbers to 10

Objective: Children pair up counters to decide whether numbers to 10 are odd or even, checking that every counter has a partner or that one is left over.

What to do

1. Gather the group and say, 'We're going to find out which numbers share into pairs with nobody left out, and which numbers always have one left on its own.'
2. Give each child 3 counters. Say, 'Put your counters into pairs on your mat - one in this hoop, one in that hoop, keep going until they're all paired up.' Watch them pair the counters.
3. Turn over picture card 1 (3 counters in pairs, one left without a partner) and say, 'Look, this matches what you made - one counter has no partner. We call 3 an odd number.'
4. Ask each child to add 1 more counter to make 4, and pair them again. Turn over picture card 2 (4 counters in pairs, every counter has a partner) and say, 'This time every counter has a partner, nobody is left out. We call 4 an even number.'
5. Add counters to make 7, pair them, then turn over picture card 3 (7 counters in pairs, one left without a partner) and say, 'One is left on its own again - 7 is odd.'
6. Add counters to make 8, pair them, then turn over picture card 4 (8 counters in pairs, every counter has a partner) and say, 'Every counter has a partner - 8 is even.'
7. Add counters to make 5, pair them, then turn over picture card 5 (5 counters in pairs, one left without a partner) and say, 'One is left over - 5 is odd.'
8. Add counters to make 10, pair them, then turn over picture card 6 (10 counters in pairs, every counter has a partner) and say, 'Every single counter has found a partner - 10 is even.'
9. Add counters to make 9, pair them, then turn over picture card 7 (9 counters in pairs, one left without a partner) and say, 'One is left over - 9 is odd.'
10. Take away counters to make 6, pair them, then turn over picture card 8 (6 counters in pairs, every counter has a partner) and say, 'Every counter has a partner - 6 is even.'
11. Finish by asking each child to choose their own amount of counters up to 10, predict whether it will be odd or even, then pair them up to check.

Misconceptions

Adapting

• Support: Start with just 3 and 4 counters, use larger easy-to-grasp objects, and place an adult's hand over the child's hand to help push counters into pairs.
• Challenge: Ask children to predict odd or even before pairing and explain how they know, or to find a different way of arranging the same number of counters that still shows the same result.
• SEND and EAL: Pair the words 'odd' and 'even' with a consistent gesture (thumbs touching for even, one thumb alone for odd), use real objects rather than relying on spoken explanation, and check understanding by asking the child to point to the odd one out.

Look for

• Pairs counters systematically, working along in order rather than randomly
• Predicts odd or even before pairing, then checks by pairing
• Uses the words 'odd', 'even', 'pair' or 'left over' independently
• Notices and points out the counter without a partner without being prompted

Picture cards for this session

Observation prompts: eyfs.ma.patterns.3

Look for

• Lines counters up in twos (making pairs) to check whether a number is odd or even, rather than just counting in ones.
• Spots and shows the leftover counter when a number is odd, for example holding it up separately from the pairs.
• Makes a double by matching two equal groups side by side, such as two groups of 3 to show double 3 is 6.
• Shares objects fairly between two people, two trays or two toy animals, giving out one at a time.
• Notices and points out what is left over when sharing an odd number between two, such as 7 shared between 2.
• Sorts number cards, dot patterns or groups of objects into two sets: ones that pair up exactly and ones with one left over.
• Uses fingers, two hands or mirrored objects to show a double, such as holding up 4 fingers on each hand for double 4.
• Arranges objects into a pattern (for example two rows) to check a quantity without needing to be told the answer.

Listen for

• "Everyone's got a partner, so it's even."
• "There's one left over, so it's odd."
• "Double 2 is 4 because it's the same again."
• "That's not fair, you've got more than me."
• "If I share 8 between us two, we get 4 each."
• "9 doesn't share evenly, there's 1 left over."
• "I know 5 is odd because one counter is on its own."
• "Half of 10 is 5."

Next steps

• Not there yet: give small, familiar amounts first (up to 4 or 6) and plenty of real objects to physically pair up or share between two toys, so the child can feel and see when one is left over rather than working it out in their head.
• Not there yet: model the pairing action alongside the child, counting aloud together in twos, and use matching equipment (for example identical counters or shoes) so pairs are easy to spot by sight.
• Not there yet: focus sharing tasks around two named characters or friends taking turns to take one object each, checking together at the end whether the amounts look the same.
• Secure: challenge the child to predict whether a number to 10 will be odd or even before checking by pairing, and to explain how they know using the vocabulary 'partner' and 'left over'.
• Secure: encourage the child to find all the double facts to 10 during continuous provision (for example in the construction area or with natural materials) and to record or explain what they notice about the pattern.
• Secure: invite the child to set up their own sharing problem for a friend to solve, choosing a number to 10 and deciding whether it will share equally between two or leave 1 left over.

Dear families,

Over the next three weeks, your child will be exploring odds, evens and doubles using numbers up to 10. All of this learning happens through play - with counters, toys, snacks and everyday objects - rather than through sitting and writing.

We talk about numbers being 'even' when every counter can find a partner, like 8 counters making 4 pairs with none left over. A number is 'odd' when one counter is left without a partner, like 7 counters making 3 pairs with 1 left over. The even numbers up to 10 are 2, 4, 6, 8 and 10, and the odd numbers are 1, 3, 5, 7 and 9.

We are also exploring doubles, which simply means the same amount again - so double 3 is 6, and double 5 is 10. Alongside this, children are practising sharing items fairly between two people, so everyone gets the same amount, and noticing when something is left over, such as 5 shared between two people being 2 each with 1 left over.

Ideas to try at home

• When you're putting away shoes or socks, ask your child to pair them up and see if any are left without a partner - that's a lovely real-life way to spot odd and even.
• At snack time, share out grapes, crackers or breadsticks fairly between two plates and talk about whether it shares evenly or whether one is left over.
• Ask your child to find 'double' amounts around the house, like getting 2 spoons for every 1 cup laid at the table, or doubling a small handful of building bricks.
• While playing with toys outside or in the bath, count a small group together and work out if it's odd or even by seeing if everything can find a partner.
• There's no need for any writing - just chatting about pairs, sharing and doubles as you go about your day is exactly the kind of practice that helps.

With thanks for your support at home, The Reception Team