Reflection: Lesson Planning Associative Property - Section 2: Mini-Lesson & Active Engagement

 

Many of my students were able to follow the modeling and thinking when we were adding. When I moved them to thinking about the same concept, but applying it to multiplication, the understanding didn’t transfer.

One possible reason for this may be the eventual size of the numbers I asked them to manipulative in multiplication. Conceptually they are at the “groups of” level of understanding, and applying that approach to 4 x 2 x 5 could be just outside of their reach. Or, it could be that it was conceptually confusing to determine how to solve this problem - even though they had a successful model in addition - as more than 1 step.

I will, then, spend one more lesson on this property. Tomorrow I will work with manipulatives to build different factor combinations with the students and will do many models in a fishbowl. I will then have students work in partnerships to build and model situations. 

Sometimes I get ahead of myself and have to remember to dig deep, listen closely, and model more. A correct answer does not always equate to understanding.

  Not the Right Model
  Lesson Planning: Not the Right Model
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Associative Property

Unit 2: Understanding Multiplication
Lesson 14 of 15

Objective: Students will be able to prove that multiplying numbers in any order will produce the same product (associative property), with models.

Big Idea: Children need to understand why the mathematical properties work and how they are applied. In this lesson, we explore modeling and "proving" the associative property.

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12 teachers like this lesson
Subject(s):
Math, associative property of addition, associative property of multiplication, Number Sense and Operations, multiplication, arrays, skip counting, model with math, defend thinking, equal group
  47 minutes
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