3.0A.5

Distributive Property of Multiplication

TEACHERS:
McElwee / SUBJECT:
Math
STANDARD:
  • Apply properties of operations as strategies to multiply and divide.

OBJECTIVE (EXPLICIT):
  • I can model and define the distributive property

EVIDENCE OF MASTERY (MEASURABLE):
A drawn model showing the distributive property with a definition of the distributive property.
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
KEY VOCABULARY:
Distributive property
distribute / MATERIALS:
Paper (one per student)
Pencil (One per student)
Tooth picks (tens) (10 per student)
Beans (ones)(10 per student)
Task cards with equations (6 per partner set)
Math Journal (or other source for writing of defintion or thoughts)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST)
We are having a party to celebrate Art Day! Several students are bringing 1 box with 8 markers and 3 single markers. If there are 7 students, how many markers will be brought to our Art Day? Is there more than one way to solve this problem?
BEFORE / TEACHER WILL:
*Read real life problem to the students
*Monitor students while they have a pair-share about the real life problem.
*Select 2 students to be model students.
--have students gather around the model students so that they can see the demonstration.
*Walk students through the activity.
--Give students the activity card and have them turn it over. The card should read 5(14)=***Direct students the parenthesis implys mutliplying the number on the outside to the number, or equation, on the inside.***
-- Prompt students with a question of how to distribute 14 to make it easier to multiply.
-- Have students create a model using the toothpicks and beans.
_____ . . . .
_____ . . . .
_____ . . . .
_____ . . . .
_____ . . . .
50 + 20
(5x10) + (5x4)
-- Have students check each other’s work to make sure they have the correct amount of toothpicks (10s) and beans (1s) and that it is written correctly.**We want students to understand that 5 (14)= 5 (10+4)**
--Have students draw the model on their paper and then write the equation
--Students will then solve the equation by counting the groups of manipulatives, then write on the paper.
--Have students have a discussion about what they did.
*Answer any clarifying questions. / STUDENT WILL:
*Listen to real life problem read by teacher
*Pair-share with partner about how to solve the real life problem.
*Watch modeled lesson
*Ask any clarifying questions.
CO-TEACHING STRATEGY IF APPLICABLE
DURING / TEACHER WILL:
*Monitor and observe students working and interacting
*Monitor time (20 min)
*Ask questions for understanding:
-- What do the toothpicks represent?
-- What do the beans represent?
-- Is there another way to distribute (break apart) the numbers?
-- Why is better to do the distributive propery?
-- How does using the distributive property help you find your answer?
-- How do distribute my numbers and make sure that they are correct?
*Answer any questions / STUDENT WILL:
--Get task cards with equations on them.
-- Choose who will be student “A” and student “B”
-- Student “A” will choose a task card first and then both students will build the equation using toothpicks and beans.
--Check partner’s building of equation by comparing the equation to their own and make sure it is correct. ***If the models are different, students must varify why theirs is correct***
--Once model is correct, draw the model and write a distributed equation.
Example: 4 (12)
_____ . .
_____ . .
_____ . .
_____ . .
40 + 8
(4x10) + (4x2)
-- Check partner’s work
--Have a quick discussions about their findings.
-- Repeat process with different task cards until time is up and teacher refocuses group.
CO-TEACHING STRATEGY IF APPLICABLE
AFTER / TEACHER WILL:
*Refocus group
*Call on one student to come up and model a task card.
*Allow for students to write down the steps the student is taking in their math journal.
*Have student explain step-by-step what he/she is doing.
*Ask probing questions to class students:
-- What do the toothpicks represent?
-- What do the beans represent?
-- Is there another way to distribute the
numbers?
-- Why is better to do the distributive
propery?
-- How do I know that my distributed
numbers are correct?
*Give students a problem to solve in math journal: 3(45).Remind students to draw a model as well as writing the equation in the distributive property.
*Have students write on a post-it note what the definition of distributive property is and stick it to the board.
*Go over definitions and discuss them. / STUDENT WILL:
*Refocus to the teacher’s cue.
*Watch the student model the example problem.
*Answer and discuss probing questions, explaining with mathematical terms.
*Write down the steps to understand the distributive property in math journal.
*Complete problem 3(45) by modeling and writing it in math journal.
*Write definition on post-it and stick to the board.
*Go over definitions with teacher and discuss why it can or cannot be a definition of the distributive property.
CO-TEACHING STRATEGY IF APPLICABLE