Reflection: Checks for Understanding Distributive Property  Section 4: Group Practice
For this group work I didn't have set problems. I used the lesson's discussion to assess students' understanding of the concept. For the board work, I chose the 6 students who I knew would benefit the most from my attention. Depending on the student, I gave them a problem that would suit their needs.
Two of these students really struggle with word problems, so I gave them a problem they had to break down and use the relevant information to apply to the distributive property.
Example of a problem: Emily has 50 games at home. Yesterday Emily bought 6 games at the store. Games cost $21 each. She bought 7 more today. How much money did she spend on games?
I realized that as students were at the board working out problems, that I needed additional problems for the class to work on. With these, I also included "Challenge" problems that students are always eager to try.
Example of challenge problem: Write the distributive property in reverse and explain or show whit it would way it would be easier to calculate the answer. 19 x 354 + 19 x 646
Distributive Property
Lesson 3 of 4
Objective: SWBAT understand the distributive property of multiplication over addition.
Hook
The purpose of the hook is to engage students before the math lesson begins. In relation to the distributive property, I will share the following story with students.
"When I was in school, we didn't have texting, Facebook, or evite. My birthday is in the summer and I always had a birthday party at my house. So every year, during the last week of school I made up a list of friends, wrote out my invitations, and brought the invitations to school. At lunch, I distributed the invitations to my friend."
What is another word for distribute? Students should come up with answers, such as, hand out, give out, pass,...
This will lead me into an explanation of the distributive property.
Mini Lesson
On a Smartboard, slides will display the following lesson. Distributive Property Combines both addition and multiplication. Ex. 1 3 x (8 + 2) = (3 x 8) + (3 x 2) I will explain that in relation to the story I told, 3 is having a party. The multiplication sign is the invitation and 8 and 2 are invited. 3 needs to distribute the invitation to the 8 and 3 needs to distribute the invitation to the 2. Be sure to explain to students that the story is just a creative way of remembering the property, but they need to be able to explain the property in mathematical terms. For example, the 3 is being distributed to the 8 and the 3 is being distributed to the 2.
Ex. 2 Locks are on sale for $5. The school sells 16 on Monday and 24 on Tuesday. How much money did the school make from the sale of locks? Ask students if they can write an expression that would represent the word problem. Students should come up with: 5 x (16 + 24). Explain that the distributive property can be used to rewrite the expression.

Ex. 3 Use mental math to solve 4 x 35
Explain to students how the distributive property can be used to make solving a problem easier, especially with mental math. Ask students if they can mentally multiply with ease 4 x 35. Most students will be unable to. Ask students how they could use the distributive property to make the multiplication easier.
Students should come up with 4 x (30 + 5) = (4 x 30) + (4 x 5)
There may be some students who are unsure of what to do, so I may have to talk them through the example and then give them a few more examples.
Video
Students will watch a Brainpop video on the distributive property. This video is reinforcement of the lesson I have covered. It offers students a visual perspective of the distributive property.
Group Practice
I will post 6 problems on the board and randomly select students to rewrite each expression on the board. Students may have difficulty with some of these problems, because I have reversed the order from the examples we worked on together. I want students to be challenged and understand that there are a couple of ways that they may see the distributive property written.
Resources (1)
Resources (1)
Resources
Lesson Review
To review the distributive property and eliminate common misconceptions, I will ask a few more questions of the class.
What are the 2 operations used with the distributive property?
Using appropriate math language, explain how the following equation uses the distributive property: 3 x (4 + 5) = (3 x 4) + (3 x 5)?
Thanks for the feedback! I'm glad my lessons have been helpful.
 one year ago  ReplyMs. Lovings,
I love the lessons that you provide for us on Better Lessons. Your lessons are the ones I use the most. They seem to be able to connect with my students.
Thanks Again,
Jeannine Paul
Pollock Elementary
 one year ago  ReplySimilar Lessons
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 UNIT 1: First Week of School
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 UNIT 4: Factors and Multiples
 UNIT 5: Introduction to Fractions
 UNIT 6: Adding and Subtracting Fractions
 UNIT 7: Multiplying and Dividing Fractions
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 UNIT 15: Geometry