Elementary School Math Quiz: Identify Odd And Even Numbers
20 questions · exam conditions
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Identify Odd And Even NumbersQuestion 1 of 20

Is 17 an odd number or even number?​

Both
Even
Odd
Neither
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Elementary School Math Quiz

Elementary School Math Quiz: Identify Odd And Even Numbers

Practice Identify Odd And Even Numbers in Elementary School Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Identify Odd And Even Numbers, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Math.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Is 17 an odd number or even number?​

  1. Both
  2. Even
  3. Odd (correct answer)
  4. Neither
Explanation: This question tests 2nd grade understanding of odd and even numbers, including determining whether a whole number up to 20 is odd or even (CCSS 2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members). Even numbers can be divided into two equal groups with no leftovers, or paired completely with no one left out; even numbers end in 0, 2, 4, 6, or 8 in the ones place, with examples like 2, 4, 6, 8, 10, 12, 14, 16, 18, 20; odd numbers cannot be divided into two equal groups without a remainder—when you try to pair them, there's always one left over; odd numbers end in 1, 3, 5, 7, or 9 in the ones place, with examples like 1, 3, 5, 7, 9, 11, 13, 15, 17, 19; visual test: can you arrange objects in exactly 2 equal rows? If yes, even; if no (one row has extra), odd. In this problem, the student must determine if 17 is odd or even; to identify, check the ones digit of 17—it's 7, which means odd (7 is in the list 1,3,5,7,9), or try pairing 17 objects—make 8 pairs with one left over, so odd. Choice B is correct because 17 is odd—it ends in 7 which is an odd digit, or cannot pair 17 objects completely (8 pairs, one leftover); this correctly applies the definition of odd (one leftover, ends in 1,3,5,7,9). Choice A represents reversed classification (said 17 is even when it's odd—may have confused definitions); this error typically happens when students confuse odd/even definitions, look at the wrong digit, or don't understand the pairing concept. To help students: Teach concrete pairing method first—give students 14 counters, have them pair up: 'Can you make pairs? Any left over? None left—that's even!' Repeat with 15 counters: 'One left over—that's odd!' Introduce digit rule: 'Even numbers end in 0, 2, 4, 6, or 8; odd numbers end in 1, 3, 5, 7, or 9.' Practice identifying: show number, ask 'What's the ones digit? Is that even or odd?' Use visual arrays: 'Can we make exactly 2 equal rows? Yes=even, No=odd.' Show hundred chart: highlight all even numbers (0,2,4,6,8 in ones place), notice pattern—they form columns; practice counting by 2s: 2, 4, 6, 8, 10, 12—all even! Connect to real life: 'We have 15 students; can everyone find a partner? Let's try—oh no, one person left! 15 is odd.' Teach rhyme/memory: 'Even is neat—all paired up; Odd's left one out, odd one standing up!' or 'Zero and the EVEN numbers: 0,2,4,6,8; The ODD ones 1,3,5,7,9—let's celebrate!' Practice sorting: mix of numbers, sort into even and odd piles; watch for: looking at wrong digit (tens instead of ones), reversing definitions, confusing which digits are even/odd, miscounting objects, not understanding pairing/leftover concept.

Question 2

Look at the pattern: 2+2=42 + 2 = 4, 3+3=63 + 3 = 6, 5+5=105 + 5 = 10. Which statement about these sums is correct?

  1. All sums are odd because they come from adding the same number twice
  2. All sums are even because adding any number to itself always gives an even result (correct answer)
  3. Some sums are odd and some are even depending on the original number used
  4. The sums cannot be predicted without checking each one
Explanation: Adding any whole number to itself always produces an even sum, which matches every example shown. Choice A is wrong because all three sums shown are even, not odd. Choice C is wrong because doubling a number always gives an even result, no matter which number is used. Choice D is wrong because the pattern of doubling always producing an even sum can be predicted.

Question 3

Maya has 14 stickers. She wants to share them equally with her friend Sam. If they can share the stickers with no stickers left over, what type of number is 14?

  1. Even, because 14 can be split into two equal groups of 7 (correct answer)
  2. Odd, because 14 has a 4 in the ones place
  3. Even, because 14 is a two-digit number
  4. Odd, because 14 cannot be divided evenly by 2
Explanation: Since 14 stickers can be split into two equal groups of 7 with none left over, 14 is an even number. Choice B wrongly assumes numbers ending in 4 are odd. Choice C gives the right label but for a reason that has nothing to do with evenness. Choice D is incorrect because 14 divides evenly by 2.

Question 4

If 18 cookies are divided into 2 equal groups, will each group have the same whole number of cookies with none left over?

  1. No, because 18 cannot be divided evenly into 2 groups
  2. Yes, but only if 1 cookie is thrown away first
  3. No, one group would need 3 more cookies than the other
  4. Yes, each group would get 9 cookies with none left over (correct answer)
Explanation: Since 18÷2=918 \div 2 = 9 with no remainder, 18 can be split into 2 equal groups of 9 cookies each. Choice A wrongly claims it cannot be divided evenly. Choice B assumes cookies must be removed first, which is not true. Choice C describes uneven groups, which does not match dividing 18 by 2.

Question 5

Is 14 odd or even?

  1. Even (correct answer)
  2. Odd
  3. Both
  4. Neither
Explanation: The correct answer is Even, because 14 can be split into two equal groups of 7 with none left over. Choice B (Odd) is the opposite of the correct classification. Choices C (Both) and D (Neither) don't apply, since every whole number is either odd or even, never both or neither.

Question 6

Is this number odd or even: 1919?

  1. Even, because 1+9=101 + 9 = 10, which is an even number
  2. Even, because 19 is close to 20
  3. Odd, because 19 cannot be split into two equal whole-number groups (correct answer)
  4. Even, because 19 comes right after 18, which is even
Explanation: 19 is odd because it cannot be split into two equal whole-number groups; one group always has 1 left over. Choice A relies on the digit sum instead of checking the number itself. Choices B and D both rely on a nearby number instead of checking 19 directly.

Question 7

Which number is even: 11, 16, 17, 19?

  1. 19
  2. 11
  3. 17
  4. 16 (correct answer)
Explanation: 16 is even because it can be split evenly into two groups of 8. 19 is odd, since it cannot be split into two equal whole-number groups. 11 is odd for the same reason. 17 is odd for the same reason.

Question 8

What ones digits make an even number?

  1. 2, 3, 5, 7, 8
  2. Any digit
  3. 0, 2, 4, 6, 8 (correct answer)
  4. 1, 3, 5, 7, 9
Explanation: A number is even when its ones digit is 0, 2, 4, 6, or 8, so Choice C is correct. Choice A is wrong because it includes some odd digits mixed in with even ones. Choice B is wrong because not every digit makes a number even. Choice D is wrong because those are all odd digits, which make odd numbers.

Question 9

Is 00 odd or even?

  1. Both
  2. Neither
  3. Even (correct answer)
  4. Odd
Explanation: This question tests 2nd grade understanding of odd and even numbers, including determining whether a whole number up to 20 is odd or even (CCSS 2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members). Even numbers can be divided into two equal groups with no leftovers, or paired completely with no one left out; even numbers end in 0, 2, 4, 6, or 8 in the ones place, with examples like 2, 4, 6, 8, 10, 12, 14, 16, 18, 20; odd numbers cannot be divided into two equal groups without a remainder—when you try to pair them, there's always one left over; odd numbers end in 1, 3, 5, 7, or 9 in the ones place, with examples like 1, 3, 5, 7, 9, 11, 13, 15, 17, 19; visual test: can you arrange objects in exactly 2 equal rows? If yes, even; if no (one row has extra), odd. In this problem, the student must determine if 0 is odd or even; to identify, recognize that 0 ends in 0 (even digit), or pairing 0 objects means no leftovers (even, as it divides evenly by 2). Choice B is correct because 0 is even—it ends in 0 which is an even digit, or can 'pair' 0 objects completely with no leftover; this correctly applies the definition of even (can pair completely, ends in 0,2,4,6,8). Choice A represents reversed classification (said 0 is odd when it's even—may have thought 0 is special or confused definitions); this error typically happens when students don't know 0 is even, confuse odd/even definitions, or don't understand pairing for 0. To help students: Teach concrete pairing method first—give students 14 counters, have them pair up: 'Can you make pairs? Any left over? None left—that's even!' Repeat with 15 counters: 'One left over—that's odd!' Introduce digit rule: 'Even numbers end in 0, 2, 4, 6, or 8; odd numbers end in 1, 3, 5, 7, or 9.' Practice identifying: show number, ask 'What's the ones digit? Is that even or odd?' Use visual arrays: 'Can we make exactly 2 equal rows? Yes=even, No=odd.' Show hundred chart: highlight all even numbers (0,2,4,6,8 in ones place), notice pattern—they form columns; practice counting by 2s: 2, 4, 6, 8, 10, 12—all even! Connect to real life: 'We have 15 students; can everyone find a partner? Let's try—oh no, one person left! 15 is odd.' Teach rhyme/memory: 'Even is neat—all paired up; Odd's left one out, odd one standing up!' or 'Zero and the EVEN numbers: 0,2,4,6,8; The ODD ones 1,3,5,7,9—let's celebrate!' Practice sorting: mix of numbers, sort into even and odd piles; watch for: looking at wrong digit (tens instead of ones), reversing definitions, confusing which digits are even/odd, miscounting objects, not understanding pairing/leftover concept.

Question 10

Is 0 odd or even?

  1. Even (correct answer)
  2. Odd
  3. Both
  4. Neither
Explanation: 0 is an even number because it can be split into two equal groups of nothing, with none left over. Choice B is wrong because 0 does not leave a remainder when split into pairs, so it is not odd. Choice C is wrong because a number cannot be both odd and even — every whole number is exactly one or the other, and 0 satisfies the rule for even. Choice D is wrong because 0 does follow the same even/odd rule as every other number; it isn't some exception that falls into neither category.

Question 11

Which number is even: 23, 24, 27, 29?

  1. 24 (correct answer)
  2. 27
  3. 23
  4. 29
Explanation: The correct answer is 24, because 24 can be divided evenly by 2 with nothing left over. Choices B (27), C (23), and D (29) are all odd numbers, since dividing any of them by 2 leaves a remainder.

Question 12

Sarah arranges 15 buttons into rows of 2. She makes 7 complete rows with 1 button left over. What does this tell you about the number 15?

  1. 15 is an odd number (correct answer)
  2. 15 is an even number
  3. 15 is a multiple of 2
  4. 15 cannot be grouped by 2s
Explanation: When 15 buttons are paired into groups of 2, one button is always left over, and a number that leaves a remainder of 1 when paired this way is odd, so A is correct. Choice B is wrong because even numbers pair up with nothing left over. Choice C is wrong for the same reason, since multiples of 2 have no remainder. Choice D is wrong because the buttons could be grouped by 2s; it just did not divide evenly.

Question 13

Which number is odd: 8, 10, 13, 16?

  1. 10
  2. 13 (correct answer)
  3. 8
  4. 16
Explanation: 13 is odd because it cannot be split into two equal whole-number groups. 10 is even, since it can be split evenly into two groups of 5. 8 is even, since it can be split evenly into two groups of 4. 16 is even, since it can be split evenly into two groups of 8.

Question 14

Which of these is an odd number?

  1. 18
  2. 12
  3. 15 (correct answer)
  4. 8
Explanation: A number is odd if it cannot be split evenly into groups of 2, and 15 fits this, making C correct. Choice A, 18, splits evenly into groups of 2, so it is even. Choice B, 12, also splits evenly into groups of 2. Choice D, 8, splits evenly into groups of 2 as well.

Question 15

Emma has some stickers. She knows that if she tries to share them equally between herself and one friend, there will be exactly 1 sticker left over. Which of these could be the number of stickers Emma has?

  1. 12
  2. 16
  3. 13 (correct answer)
  4. 14
Explanation: If sharing stickers between 2 people leaves exactly 1 left over, the total number of stickers must be odd. 13÷2=613 \div 2 = 6 remainder 11, so 13 works. Choices A, B, and D (12, 16, 14) are all even numbers, so sharing them between 2 people would leave no remainder.

Question 16

Can all the dots shown be paired with none left over? ●●●●●●●●●●●●

  1. Yes, it is even (correct answer)
  2. No, it is odd
  3. No, it is even
  4. Yes, it is odd
Explanation: There are 12 dots, and 12 is an even number, so all the dots can be paired with none left over. Choice B is wrong because 12 is not odd. Choice C mixes up an even count with a no answer. Choice D mixes up an odd label with a yes answer.

Question 17

Which group of dots shows an odd number?

  1. 6 dots
  2. 8 dots
  3. 10 dots
  4. 9 dots (correct answer)
Explanation: There are 9 dots in the correct group, and 9 is an odd number because it cannot be split into two equal groups. 6, 8, and 10 are all even numbers because each can be split evenly in half. Counting each group carefully is the key to telling odd from even. The correct choice is the only group that leaves one dot left over when paired up.

Question 18

Is 17 an odd number or even number?

  1. Odd, because 17 cannot be split into two equal groups (correct answer)
  2. Even, because 17 can be split into two equal groups
  3. Even, because 17 is a large number
  4. Even, because 17 comes right after an even number
Explanation: 17 cannot be split into two equal groups, since dividing 17 by 2 leaves 1 left over, so it is odd, matching A. B is incorrect because 17 cannot actually be split into two equal groups. C is incorrect because being a large number does not determine whether it is odd or even. D is incorrect because coming after an even number does not make a number even; numbers alternate between odd and even one after another.

Question 19

A pattern of dots grows by 3 more dots at each figure: Figure 1 has 3 dots, Figure 2 has 6 dots, and Figure 3 has 9 dots.

How many dots will Figure 4 have?

  1. 12 (correct answer)
  2. 13
  3. 14
  4. 15
Explanation: Each figure adds 3 more dots than the one before, so Figure 4 has 9 plus 3, which is 12 dots. Choice B, 13, does not match adding 3 more dots. Choice C, 14, is also not consistent with the pattern of adding 3. Choice D, 15, adds too many dots to follow this pattern.

Question 20

Look at the table showing different ways to write the number 18. Which statement best explains why 18 is even?

  1. 18 is even because it appears in the middle column of the table shown
  2. 18 is even because it can be written as 9+99 + 9, which shows two equal parts (correct answer)
  3. 18 is even because it is greater than 10 and contains the digit 8
  4. 18 is even because all three expressions in the table add up to 18
Explanation: 18 is even because it can be expressed as the sum of two equal addends (9 + 9 = 18). This is the mathematical definition that proves a number is even. Choice A focuses on irrelevant table placement. Choice C uses irrelevant characteristics like size and digits. Choice D misses the key point about equal addends - just adding to 18 doesn't prove evenness.