## Split a Factor - Section 3: Active Engagement

# Distributive Property, Day 2

Lesson 12 of 12

## Objective: Students will be able to split factors in order to use the distributive property in the finding of area.

#### Warm-Up

*10 min*

In order to warm the students up for more work with the distributive property, I show this short video and activity from Aha!Math. I like it because it shows why and when a person might use this property and then gives a few easy practice problems.

The problems do move rather rapidly, so I suggest you preview it. Unfortunately, because it is a flash video there is no pause button. You can exit, and come back in, but it always starts back at the beginning. By previewing, you can capture the question and put it up on the board and go back to review after the video. Otherwise the purpose of the warm-up may be lost - passive viewing vs. brain activation!

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#### Mini-Lesson

*15 min*

For the mini-lesson, I use the, "I do, We do, You do" instructional model to practice a few multiplication problems.

You may want to try some simple ones to begin, such as 7 x 3, 4 x 9, and 2 x 8. These problems are easy for students to solve mentally and also have an obvious factor to split. Once you see student success, you can move to more complicated ones, such as 9 x 15 or 3 x 12.

After group practice shows students have strategies to grapple with these problems, send the students off to solve several more equations.

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#### Active Engagement

*25 min*

For their independent (partner) work, I assigned the students problems to solve from an activity named Splitting Factors, from www.k-5mathteachingresources.com. The children were to show their work and write the equations.

This is an excellent activity to follow up yesterday's lesson, as it asks students to split only one factor and to do so in an "easy" way. When looking at student work, look for students to use easy numbers to work with and to keep track of the steps in written form.

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#### Closing

*15 min*

For closing, I put up a few problems and students come up to solve and explain their strategy. Listen to my student in this clip, as he mentally uses the property to solve a fairly difficult expression.

Next, this student explains, quickly and efficiently, how she solves her problem on the bottom of her page.

This student is close, but still needs some work. I will pull him aside for a day or two of extra practice.

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##### Similar Lessons

###### Multiplication Properties

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: Area and Perimeter in Real Life Day 1
- LESSON 2: Area and Perimeter in Real Life, Day 2
- LESSON 3: Decomposing Arrays, Day 1
- LESSON 4: Decomposing Given Large Areas Day 2
- LESSON 5: Decomposing Given Large Areas, Day 3
- LESSON 6: Building a Dog Kennel Day 1
- LESSON 7: Building a Dog Kennel Day 2
- LESSON 8: Building a Dog Kennel Day 3
- LESSON 9: Building a Dog Kennel Days 4-6
- LESSON 10: Building a Dog Kennel Sharing Day
- LESSON 11: Distributive Property, Day 1
- LESSON 12: Distributive Property, Day 2