Math: Using Distributive Property to Find Area

Grade: 3
Essential Question: How can using the distributive property help students to find the area of a
figure?
Standards:
3.MD.7: Relate area to the operations of multiplication and addition
3.MD.7.a: Find the area of a rectangle with whole-number side lengths by tiling it, and
show that the area is the same as would be found by multiplying the side lengths
Learning Objectives and Assessments:
Students will be able to apply the distributive property when finding the area of two
smaller rectangles combined as one larger rectangle. This will be done through an in class
activity.
Materials:
Computer
Activboard
Slide show presentation on 14.5- Using Distributive Property
Distributive property worksheet
Area/Perimeter worksheet 1
Applications of Area worksheet
Pre-lesson assignments and/or prior knowledge: Students have been working on finding the
area of regular shapes. They are aware of the formula for finding area and that area is the space
that a shape takes up, or the amount of square units in a rectangle. In addition to this, they know
how to recognize and draw one square unit within grid paper. Lastly, the students have been
taught the distributive property when working with multiplication and addition.
Lesson Beginning: Teacher will assess prior knowledge through a Do Now activity, which asks
students to find the area of a rectangle given on their worksheet. In addition to this, the activity
will ask them to recall the formula for finding the area of a shape. Once the Do Now is reviewed
as a class, students will be asked to take their homework out. The homework will be checked as a
group and teacher will assess students understanding of the formula for area before moving on
to the lesson.
Instructional Plan:
Teacher will begin the lesson after reviewing the homework and Do Now activity with
the class. The topic of the lesson will be introduced through a PowerPoint slide that
outlines the objective of the day. Teacher will then assess students prior knowledge of
the distributive property through a question. What is the distributive property? Think
back to how we have used it with addition and multiplication. Students will share with
their partner in order to increase comprehension of the topic.

After choosing students to share their definition of distributive property, teacher will tell
the students the formal definition through both written wordage and visuals. Students will
then be shown examples where they will recall using the distributive property through
multiplication. Multiple examples will be demonstrated first by the teacher, then as a
group, then with partners, and lastly, as individuals.
Teacher will then show students how to use the distributive property when finding the
area of rectangles. Skill will be demonstrated through both written wordage and visuals in
order to increase students understanding. You can put two smaller rectangles together to
make a larger rectangle. The area of the large rectangle is equal to the sum of the areas
of the two small rectangles. Multiple examples by using the distributive property with
rectangles will be practiced first by the teacher, then as a group, then with partners, and
lastly as individuals.
Teacher will hand out distributive property worksheet. Students will follow the directions
on the screen that instructs them to shade the bigger rectangle blue, the smaller rectangle
yellow. Once every student is finished this they will be instructed to find the area of the
bigger rectangle, then find the area of the smaller rectangle, and lastly to find the sum of
those two areas. Multiple examples will be given so that the students can practice many
times. Each example on the worksheet scaffolds the skill less until the students are
required to make their own two rectangles and use the distributive property to show the
sum of the two shapes.
Students will be separated to do partner work around the room. The partner work will
include one worksheet that practices the same skill that has been introduced. Once this is
finished, students will be instructed to return to their seats where they will complete an
independent worksheet to be collected. Early finishers will be instructed to access online
practice in using area.

Differentiation
Partners have been chosen purposefully according to student level. Struggling students
are partnered with students who better understand the skill in order to increase their
knowledge of the topic.
While students are independently working on a worksheet, an additional group of 5
students will be grouped and scaffolded in order to provide additional instruction.
In order to increase comprehension of the topic, worksheets for 5 struggling students
have been altered in order to provide clear expectations for the students. Worksheets have
been decreased in the amount of practice problems and rectangles have been highlighted
in order to show students each equation that corresponds to each specific rectangle.
Do Now activity is presented in a worksheet format that caters to the needs of each
learning ability. Three problems based on the same mathematics concept are handed out
to students; one for those who are performing above grade level, one being at grade level
and one for struggling students.
Closure:
Once the students are finished with the worksheets, a closure question will be given. The
closure gives two rectangles that are marked and the students are asked to fill in the

blanks within the equation. Students will work with a partner at their table to find the
answers and these will then be shared with the class.
Homework will be distributed in order for the students to practice this skill more at home.