## Loading...

# Properties of Multiplication and Addition Reinforce and Enrich

Lesson 2 of 5

## Objective: SWBAT identify equations which demonstrate the commutative, associative and distributive properties, justify their choice to others, and analyze and critique the reasoning of their peers.

## Big Idea: Investigating the properties of addition and multiplication at an early age will help set a strong foundation for higher math!

*60 minutes*

#### Match the Equation

*25 min*

I give students (individually, in partnerships, or in groups) a set of equations. I strongly suggest pre-cutting them so that they are mixed up and to save time. If you have the time to have students cut them out, do not do it as part of the lesson, as the equations are grouped by type. I do not have many parent helpers, so I had student assistants cut these out a few days prior to the lesson.

Then give students construction paper or some other kind of background and have them copy a student friendly definition of each property (and/or the name, if you are using the property name) on to each paper. I like to have 3 different colors because it makes it visually easier to track which paper hosts which property.

Then ask students to place the equations in the appropriate categories AND to be prepared to explain the rationale for their choice.

*expand content*

My students work with a partner on this activity. I designate them a 1 or 2 if they are unable to choose for themselves. The #1s walk around the room clockwise to see colleague's work displayed. They are responsible for talking to people at three different stations and asking either a question to elicit a response demonstrating understanding, or for explaining why they disagreed with a student choice.

Students record the person they interact with, the equation, and questions/challenges. After about 10 minutes, I switch the groups and the #2s walk around while the #1s are responsible for remaining at their display station to answer the questions of visitors.

Most students get to more than 3 stations, but they are recording only three as I want to keep a balance between accountability and quantity of writing. My focus is on spoken communication, and making meaning of the dialogue.

*expand content*

#### Wrap-Up

*15 min*

Students write down responses to two of the following questions/prompts:

- What is a property of addition or multiplication that you understand more clearly now than you did 2 days ago? Explain.
- What is something you enjoyed about this lesson? Why?
- What is something about this lesson you would like to change? Explain.
- Why is it important for students to understand these properties of addition and multiplication?

Everyone has to answer this question: Why don't these properties work for division and subtraction? Give **one** example.

*expand content*

Susan, I'm so glad to know that you found the exit ticket helpful. I appreciate the feedback. It helps me refine my lessons! Have a wonderful school year!

| one year ago | Reply

Using the exit ticket to solicit student feedback is a great idea. I'm going to use that in all of my exit tickets from now on.

| one year ago | Reply##### Similar Lessons

###### Multiplication Properties

*Favorites(5)*

*Resources(16)*

Environment: Urban

###### Decomposing Arrays, Day 1

*Favorites(15)*

*Resources(11)*

Environment: Suburban

Environment: Urban

- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)