## Activity 1: Even and Odd Gummy Bear Sort (Young Children)

### Objective:

To understand and differentiate between even and odd numbers using gummy bears.

### Materials:

- A bag of gummy bears.
- Two colored bowls or plates (one labeled “Even” and the other “Odd”).
- A simple chart with numbers 1-10.

### Instructions:

**Introduction**: Explain that even numbers can be divided into two equal rows with no leftovers, while odd numbers can’t be divided in to two equal rows.**Sorting Game**: Give each child a handful of gummy bears and the chart with numbers 1-10.**Counting and Placing**:- Children count out gummy bears to match each number on the chart.
- They try to divide them into two equal rows.
- If the gummy bears can be divided into two equal rows, write the number on the “Even” list.
- If the gummy bears can be divided into two equal rows, write the number on the “Odd” list.

**Visualization**:- As they sort, have them lay out the gummy bears below each number on the chart, reinforcing the visual difference between even and odd.

**Discussion**: After sorting, discuss which numbers are on each list and why.

## Prime Number Gummy Bear Rows (Older Kids)

### Objective:

To understand factors and divisibility by arranging gummy bears into rows, using colors to represent the smallest number of equal rows possible for each number.

### Materials:

- Gummy bears in various colors.
- Work mats or large sheets of paper for arranging gummy bears.
- A poster or a printed Venn diagram for recording numbers beyond 10.

### Instructions:

**Understanding Factors**:- Begin with a conversation about what factors are and how to find them by creating equal rows of items, such as gummy bears.

**Creating Equal Rows**:- Give each child a handful of gummy bears.
- Ask them to choose a number between 2 and 10 and arrange their gummy bears into the smallest number of equal rows possible.
- If two rows aren’t possible, they should create the fewest equal rows they can.
- For each set of rows, they use a different color to represent that factor pair.

**Introducing Prime Colors**:- If a child finds that a number can only be arranged in one row of itself, they should use a unique color to signify that the number is prime.
- This helps to visually differentiate prime numbers from other numbers.

**Documenting on Paper**:- As children arrange their gummy bears, they should draw the arrangements on their work mat or paper.
- They can label each arrangement with the number and the rows they made (e.g., “6: 2 rows of 3” in red, “6: 3 rows of 2” in blue).

**Transition to Venn Diagram**:- Once the children understand the concept with numbers up to 10, introduce the Venn diagram.
- Explain how each circle represents a set of multiples for a prime number.
- Have the children write numbers beyond 10 in the appropriate sections of the diagram based on the gummy bear rows they could create.

**Reflection and Group Discussion**:- Discuss the patterns that were observed during the activity.
- Talk about how the different colors helped them identify the number of rows and factor pairs.
- Why don’t some numbers fit on the diagram?

**Extended Learning**:- Challenge the children to use the Venn diagram to predict the smallest number of rows possible for numbers beyond 10.
- They can then test their predictions with the gummy bears.

This revised activity is tailored for older children to grasp the concept of factors, prime numbers, and divisibility in a visual and tactile manner. Using gummy bears and color-coding, children can actively engage with the material and better understand these foundational mathematical concepts.