Distributive Property of Multiplication TEACHERS: SUBJECT: McElwee 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: MATERIALS: Distributive property Paper (one per student) distribute 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?
BEF TEACHER WILL: STUDENT WILL: OR *Read real life problem to the students *Listen to real life problem read by teacher E *Monitor students while they have a pair- *Pair-share with partner about how to solve share about the real life problem. the real life problem. *Select 2 students to be model students. *Watch modeled lesson --have students gather around the model *Ask any clarifying questions. 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.
CO-TEACHING STRATEGY IF APPLICABLE
DU TEACHER WILL: STUDENT WILL: RIN *Monitor and observe students working and --Get task cards with equations on them. G interacting -- Choose who will be student “A” and *Monitor time (20 min) student “B” *Ask questions for understanding: -- Student “A” will choose a task card first -- What do the toothpicks represent? and then both students will build the equation -- What do the beans represent? using toothpicks and beans. -- Is there another way to distribute (break apart) --Check partner’s building of equation by the numbers? comparing the equation to their own and make -- Why is better to do the distributive propery? sure it is correct. ***If the models are different, -- How does using the distributive property help students must varify why theirs is correct*** you find your answer? --Once model is correct, draw the model -- How do distribute my numbers and make sure and write a distributed equation. that they are correct? Example: 4 (12) *Answer any questions _____ . . _____ . . _____ . . _____ . . 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
AFT TEACHER WILL: STUDENT WILL: ER *Refocus group *Refocus to the teacher’s cue. *Call on one student to come up and model *Watch the student model the example a task card. problem. *Allow for students to write down the steps *Answer and discuss probing questions, the student is taking in their math journal. explaining with mathematical terms. *Have student explain step-by-step what *Write down the steps to understand the he/she is doing. distributive property in math journal. *Ask probing questions to class students: *Complete problem 3(45) by modeling and -- What do the toothpicks represent? writing it in math journal. -- What do the beans represent? *Write definition on post-it and stick to the -- Is there another way to distribute the board. numbers? *Go over definitions with teacher and -- Why is better to do the distributive discuss why it can or cannot be a definition propery? of the distributive property. -- 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.
CO-TEACHING STRATEGY IF APPLICABLE