Module 3 Lesson 2

Topic A begins by revisiting the commutative property. Students study familiar facts from
Module 1 to identify known facts using units of 6, 7, 8, and 9 (3.OA.5, 3.OA.7). They realize that
they already know more than half of their facts by recognizing, for example, that if they know
2 8, they also know 8 2 through commutativity. This begins a study of arithmetic patterns
that becomes an increasingly prominent theme in the module (3.OA.9). The subsequent lesson
carries this study a step further; students apply the commutative property to relate 5 8 and
8 5 and then add one more group of 8 to solve 6 8 and, by extension, 8 6. The final lesson
in this topic builds fluency with familiar multiplication and division facts, preparing students for
the work ahead by introducing the use of a letter to represent the unknown in various positions
(3.OA.3, 3.OA.4).

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do?
Apply the distributive and commutative
properties to relate multiplication facts 5 n +
n to 6 n and n 6 where n is the size of the
unit.
How does the objective connect to your
achievement goal?
85% of students are expected to score at or
above the 85th percentile on their end of the
year math exam. Students will be tested on
this objective.

PREREQUISITE SKILLS DIAGNOSTIC/REFLECTION
What will your students need to know to master the How well did students master this objective the
grade-level objective? first time you taught it? What is that data
PRE-PLANNING

making you think about where the breakdown

occurred?
Group counting Students scored a 60% on their exit
Addition to make 10 ticket, which shows that they did not
master the skill. I believe students
needed a heavier focus on the
basics- things like multiplication facts
and group counting. I also would like
to give them more time on their
guided practice this time around to
focus on trouble-shooting.
END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?

Students will be given an exit-ticket to assess student mastery.

KEY POINTS
What three to five key points will you emphasize?

The commutative property states that order does not matter
When skip counting, use your fingers to count on if you do not know the next fact.
Multiplication can be interpreted as repeated addition

OPENING (15 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

I want to give my students more time to make connections to the previous Sprint
lessons they have learned. I think this will enable them to make deeper
LESSON CYCLE

connections with the new material

Give students two minutes to complete the commutative property sprint
White
boards and
Display this problem on the smart board and read it to the class: Jocelyn says 7 markers
fives has the same answer as 3 sevens + 2 sevens.
Is she correct? Explain why or why not.

INTRODUCTION OF NEW MATERIAL (15 min.)

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?



Materials: (S) Personal white board

T: (Draw 1 circle with a 7 inside.)

This circle represents
1 unit of 7. As I draw circles,
count the sevens with me. (Draw
circles one on top of the other
until you make one column of 5
circles.)

7

7 7
7 7 7
7
7 7 7

7 7 7 7 7

S: 1 seven, 2 sevens, 3 sevens, 4 sevens, 5 sevens.
S: 5 7.
T: Use commutativity to name a related fact.
S: 7 5.
T: What are 5 sevens, 5 7, and 7 5 all equal to?
S: 35.
T: Lets use our familiar fives facts to find facts we havent learned 7
yet. (Draw a dot above the first 5 dots in another color, shown
right.) What is 5 sevens + 1 seven? 7
S: 6 sevens. 7
T: (Write 35 + 7.) 7
S: 35 is the total of 5 sevens, and 7 is the total of 1 seven. 35 + 7 7
shows 5 sevens + 1 seven
in number form. Its the break apart and distribute strategy we 7
learned before! The dots show 6 sevens broken into 5 sevens and 1
seven because we know those facts, and theyre easy!
T: What is the total of 6 sevens?
S: 42.




S: (Write 6 7 and 7 6.)
T: Compare 5 7 and 6 7. What
is the difference between them?

S: 6 7 has one more group of 7
than 5 7. Thats what the
teacher showed with the dots, 5
sevens and
6 sevens.
T: By noticing that 6 7 is only 1
more group of 7 than
5 7, we used the total of 5 7
to help us make an easy addition
problem to find 6 7.


Formative Assessment for this portion of the lesson: clipboard check-off
GUIDED PRACTICE (10 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?


Continue with the following suggested sequence. Use the model of the dots as Eureka
necessary, changing the value of notebooks
1 dot to match the problem.
5 9 to find 6 9 and 9 6
5 6 to find 6 6



Formative Assessment for this portion of the lesson: Problem Set
INDEPENDENT PRACTICE (10 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Eureka
Students should do their personal best to complete the Problem Set within the math books
allotted 10 minutes.

Formative Assessment for this portion of the lesson: Exit ticket

CLOSING (15 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
I decided to extend this portion of the lesson in order to make time for a student
debrief before the exit ticket.


Exit Ticket
After the Student Debrief, instruct students to complete the Exit Ticket



Notes, Handouts & Materials:




NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Sprint 33

Use the Commutative Property to Multiply

1. 2 2 = 23. 5 6 =

2. 2 3 = 24. 6 5 =

3. 3 2 = 25. 5 7 =

4. 2 4 = 26. 7 5 =

5. 4 2 = 27. 5 8 =

6. 2 5 = 28. 8 5 =

7. 5 2 = 29. 5 9 =

8. 2 6 = 30. 9 5 =

9. 6 2 = 31. 5 10 =

10. 2 7 = 32. 10 5 =

11. 7 2 = 33. 3 3 =

12. 2 8 = 34. 3 4 =

13. 8 2 = 35. 4 3 =

14. 2 9 = 36. 3 6 =

15. 9 2 = 37. 6 3 =

16. 2 10 = 38. 3 7 =

17. 10 2 = 39. 7 3 =

18. 5 3 = 40. 3 8 =

19. 3 5 = 41. 8 3 =

20. 5 4 = 42. 3 9 =

21. 4 5 = 43. 9 3 =

22. 5 5 = 44. 4 4 =






NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Problem Set 33


Name Date

1. Each has a value of 7.

Unit form: 5 ____________


Facts: 5 ______ = ______ 5

Total = ______










Unit form: 6 sevens = ______ sevens + ______ seven


= 35 + ______

= ______












2. a. Each dot has a value of 8

Unit form: 5 _____________

Facts: 5 ______ = ______ 5

Total = ______




b. Use the fact above to find 8 6. Show your work using pictures, numbers, or words.



NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Problem Set 33

3. An author writes 9 pages of her book each week. How many pages does she write in 7 weeks?
Use a fives fact to solve.













4. Mrs. Gonzalez buys a total of 32 crayons for her classroom. Each pack contains 8 crayons. How
many packs of crayons does Mrs. Gonzalez buy?

















5. Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants
to buy speakers for $50. Does she have enough money to buy the speakers? Explain.














NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Exit Ticket 33



Name Date

Use a fives fact to help you solve 7 6. Show your work using pictures, numbers, or words.




















Sprint Intro Guided Independent Exit Ticket
Practice Practice
Sharmar




Leon




Malayia




Kavion




Shannon




Daquan




Tori




Tationna




Thomas





Aniya




Divinity




Zenia




Manuel




Thatianna




Christian




Bryan




AiZai ]




KaNesha