## Instructional Strategy - Process for Openers - Section 1: Launch

# Distributive Property

Lesson 3 of 10

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

## Big Idea: What does distribute mean in language arts? We can apply that definition to math to help us simplify expressions.

*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*

**Distributive Property Notes: **Distributive Property Explore Narrative

**White Board Practice**: Instead of my traditional table challenge, today students each student will complete the practice problems on their own mini whiteboard. This will give me a good idea of the individual understanding that is taking place. Students will still be permitted and encouraged to talk with their table mates, but I want to see each student work the problems out. These problems will require students pay close attention to precision – signs, distributing properly – which is **mathematical practice 6**.

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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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- 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?