## Reflection: Developing a Conceptual Understanding Building a Strong Foundation for the Distributive Property - Section 2: Guided Notes + Direct Instruction

Using the distributive property cards to complete the guided notes section for this lesson is a great way to show students what is actually happening when we distribute.  When students see that 4(m+5) is the same as m+5 laid out four times they can see visually that 4(m+5) really just means four groups of m+5. This is an “ah ha” moment for a lot of students. Doing this multiple times with different expressions reinforces that understanding and is especially important for students with disabilities.  Although it takes some extra time to cut out the cards and then have students glue them down, it is well worth it.  Too often students just memorize steps to solving problems without understanding why it works.  This activity breaks down the why.

Distributive Property Visuals
Developing a Conceptual Understanding: Distributive Property Visuals

# Building a Strong Foundation for the Distributive Property

Unit 4: Linear Equations
Lesson 6 of 12

## Big Idea: Students model algebraic expressions where the Distributive Property applies in order to build a concrete foundation for understanding this important property.

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Standards:
Subject(s):
Math, Algebra, Linear and Nonlinear Equations, distributive property, equation solving, linear equations, two
80 minutes

### Noelani Davis

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