{"id":2525,"date":"2017-09-18T17:55:28","date_gmt":"2017-09-18T17:55:28","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=2525"},"modified":"2018-02-04T11:55:53","modified_gmt":"2018-02-04T11:55:53","slug":"udda-och-jamna-tal","status":"publish","type":"post","link":"https:\/\/kulturpedagogik.se\/?p=2525","title":{"rendered":"Udda och j\u00e4mna tal"},"content":{"rendered":"<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-2524\" src=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=860%2C645\" width=\"860\" height=\"645\" srcset=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?w=3264&amp;ssl=1 3264w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=150%2C113&amp;ssl=1 150w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=768%2C576&amp;ssl=1 768w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=1365%2C1024&amp;ssl=1 1365w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=700%2C525&amp;ssl=1 700w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?resize=800%2C600&amp;ssl=1 800w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?w=1720 1720w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6493-1.jpg?w=2580 2580w\" sizes=\"auto, (max-width: 860px) 100vw, 860px\" \/>Idag gick vi till skogen som vanligt p\u00e5 m\u00e5ndagar. D\u00e4r hade jag g\u00f6mt en tygp\u00e5se med v\u00e5rt uppdrag. Nu fick barnen leta efter det. Barnet som hittade p\u00e5sen skulle g\u00f6mma sig p\u00e5 samma st\u00e4lle. N\u00e4r alla hittat fram samlades vi och l\u00e4ste uppdraget som i leken Sardinburken.<\/p>\n<p>I p\u00e5sen l\u00e5g kort med siffrorna 1-9 samt lika m\u00e5nga vita dukar. Nu delade jag barnen i 9 grupper. Alla grupper fick dra ett kort. Efter det skulle de h\u00e4mta lika m\u00e5nga kottar som det stod p\u00e5 kortet. Jag lade ut dukarna p\u00e5 marken. Vi samlades och nu fick de i uppdrag att dela upp kottarna i 2 j\u00e4mnstora rader med lika m\u00e5nga kottar i varje rad. Gick det inte j\u00e4mnt upp fick de l\u00e4gga den udda kotten mellan raderna.<\/p>\n<p>Nu fick grupp efter grupp komma fram och l\u00e4gga kortet med siffran och sina kottar. Vi b\u00f6rjade med 1 och gick sedan vidare upp\u00e5t. Efter att de lagt ut sina kottar pratade vi om det gick att dela antalet j\u00e4mnt eller om det blev en udda kotte \u00f6ver. I slutet visste alla vad udda och j\u00e4mna tal betydde. Sedan bad jag dem titta efter m\u00f6nstret. Om de kunde se n\u00e5got m\u00f6nster. Och det hittade de ocks\u00e5 f\u00f6rst\u00e5s.<\/p>\n<p>Den h\u00e4r \u00f6vningen \u00e4r v\u00e4ldigt effektiv f\u00f6r att l\u00e4ra ut udda och j\u00e4mna tal. Efter att vi gjort den f\u00f6rra \u00e5ret l\u00e4rde sig alla barn vad udda och j\u00e4mna tal \u00e4r. Jag har funderat p\u00e5 varf\u00f6r just denna \u00f6vning \u00e4r s\u00e5 verkningsfull. Kanske beror det p\u00e5 att den har et moment av experiment och g\u00e5ta i sig och s\u00e5 blir det samtidigt m\u00e5nga repetitioner.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Idag gick vi till skogen som vanligt p&aring; m&aring;ndagar. D&auml;r hade jag g&ouml;mt en tygp&aring;se med v&aring;rt uppdrag. Nu fick barnen leta efter det. Barnet som hittade p&aring;sen skulle g&ouml;mma sig p&aring; samma st&auml;lle. N&auml;r alla hittat fram samlades vi&hellip;<\/p>\n<p class=\"more-link-p\"><a class=\"more-link\" href=\"https:\/\/kulturpedagogik.se\/?p=2525\">Read more &rarr;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1,34],"tags":[28,16,36],"class_list":["post-2525","post","type-post","status-publish","format-standard","hentry","category-ar-1-3","category-forskolan","tag-bild","tag-matematik","tag-naturpedagogik"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-EJ","jetpack-related-posts":[{"id":1287,"url":"https:\/\/kulturpedagogik.se\/?p=1287","url_meta":{"origin":2525,"position":0},"title":"Mersmak f\u00f6r matte &#8211; \u00f6va genom lek","author":"Maria B Hurtig","date":"24 oktober, 2016","format":false,"excerpt":"S\u00e5 var det m\u00e5ndag och mattedax i skogen igen. 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Denna g\u00e5ng en ny skog som min kollega Helena Gerner visade oss. En h\u00e4rlig skog var det med m\u00e5nga olika typer av tr\u00e4d. Knotiga tallar perfekta f\u00f6r kl\u00e4ttring blandade sig med ekar, hasselsn\u00e5r och sm\u00e5 bj\u00f6rkar. 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