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* *Reflection: Adjustments to Practice
Distributive Property - Practice Makes Perfect! - Section 2: Explore

Depending on the level of the class, I had to adjust the activity throughout the day - as it was long! My advanced students were able to complete the activity in the one hour block, with no time to spare. In my other blocks, I had the students complete it as a table, splitting up the problems. Since they sit in groups of four, I had one pair do evens and one do odds at each table, so they would still be able to collaborate and work together. Then, they completed one picture :) I did not want to send this assignment home as homework! Student Work 1, Student Work 2

*Adjustments to Practice: Activity Reflection*

# Distributive Property - Practice Makes Perfect!

Lesson 4 of 10

## Objective: Students will be able to use the distributive property to simplify expressions.

## Big Idea: Practice makes perfect! Students will color their way to perfection with the distributive property.

*65 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (**Instructional Strategy - Process for openers**). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can use the distributive property to simplify expressions.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*50 min*

**Coloring Activity**: Coloring Activity Explore Video This exercise really pulls in **mathematical practices 1 and 6**. To be successful, students have to really go slow and be precise with their work - especially their signs, as forgetting a negative can throw off a final answer completely! Additionally, I have given the kids an answer bank - the picture (**Snowman and Snowboy**) so I expect them to stick with it until they find their answer!

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#### Summarize

*5 min*

**Table Question: **As a summary to this lesson, I am going to give students a factoring problem – without addressing it as factoring. I am going to give the students the set up of a distributive property problem, as well as the answer – and it will be their job to fill in the blanks. Thus, they will be analyzing the parts of the distributive property. I will call on several students to share their answers before I comment on whether answers are right or wrong.

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*Thank you for this activity. I gave it to my students that were really getting the concept as a challenge. | 4 months ago | Reply*

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Simplifying Expressions - What are like terms?
- LESSON 2: Simplifying Expressions - Fluency Practice
- LESSON 3: Distributive Property
- LESSON 4: Distributive Property - Practice Makes Perfect!
- LESSON 5: Add and Subtract Linear Expressions
- LESSON 6: Add and Subtract Linear Expressions Fluency
- LESSON 7: Expressions Applications - Can you apply expressions to area and perimeter?
- LESSON 8: Factoring Linear Expressions - Can you "un" distribute?
- LESSON 9: Expressions Review
- LESSON 10: Expressions Test - What have you learned?