Lesson Plan Template

Date Taught: November 16th, 2016

Topic: Properties of Operation

Standard: 3.OA.B5 Apply properties of operations as strategies to multiply

and divide.2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also
known. (Commutative property of multiplication.) 3 5 2 can be found by
3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30.
(Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 =
16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56.
(Distributive property.)

Objectives: We will be able to learn the properties of operation to improve

our multiplication and addition skills.

Student-Friendly Objective: Students will be able to solve an equation

that consists of Multiplication and Addition.

Assessment Plan: At the end of the lesson students will give an exit ticket
that they must complete in order to go to recess. The exit ticket will have a
addition and multiplication equation on it for them to solve. They will solve
( 3X5)+(2x4)=23

Materials Needed: Centimeter Grid sheet, crayons, counters, white board

Key Vocabulary: Distributive Property, Communitive Property, Associative

Property
Distributive property- Lets you multiply a sum by multiplying each
addend separately and than add the products.
Commutative Property- Moving things around. 2+3=5 and 3+2=5
Associative Property- Grouping. 2+(3+4)=(2+3)+4

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

Have students solve three addition problems along with three
multiplication problems using candy as a manipulative
 0 + 6=6, 4+7= 11, 3+9=12, 2X6=12, 3X3=9, 2X3=
Instructional Inputs:
Students will solve addition and multiplication problems using the
candy. This is to help them remember what we taught them last week
so that we can build on that knowledge for this week.
On the board we will model of the student how to solve a math
problem that uses addition and multiplication. We will model the
equation ( 4X3)+ (1X6)= 18. We will draw a grid on the board with
squares on the grid to show where to get the numbers.
We will draw a model on the white board for them to visualize, than we
will show how to set up the equation and than solve the problem step
by step with the student.
Next we will do a problem with addition and multiplication and the
students will tell us step by step how to do it. The problem will be
(3X3)+(5X2)= 19
We will than hand all of the students a centimeter grid sheet to help
them solve the properties of operations. We will tell the students to
first color two different sized square on the grid sheet. Then we will
show the students how to figure out how many squares are colored in
by using multiplication to find the area of both square and than adding
the sum of the squares up.
After the student understand that we will invite them to try it again
with a new problem to help them remember.

Modeling:
The teachers will demonstrate a multiplication and addition order of
operation problem on the board. The will model how to multiply to find
the area of 2 different squares and then add them together to find how
many squares are colored on the grid sheet.
We will also model a problem where addition is in the parenthesis and
the multiplication is out of the parenthesis. The equation will be
6(1+5)=36
Then the students will do it as a whole class group and than on their
own.

Guided Practice:
Write an equation on the board, First add everything in the parenthesis
and then multiply the sum of the numbers and the number on the
outside of the parenthesis and you have your product!
At the end of this lesson, students will receive the pre-assessment
again so we can check for their understanding
Closure:
We will review the objective with the students by reminding them to
add the number in the parenthesis first and than multiply.

Independent practice/application:
Students will have their own worksheet that contains math equations
of addition and multiplication to practice with after the lesson.

Reflection: