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Lesson Plan

Date: 11/8/18 Grade Level: 3rd Grade


Concept: Math
Objectives: I can use and identify the commutative property to solve a problem.
Previous Knowledge: basic multiplication

Introduction: The teachers will illustrate 5 groups of 6 and 6 groups of 5. They will then ask the
students to pair and share what they notice about the groups (2 minutes to discuss).The
teachers will then bring the students back together and ask each group to share their thoughts.
They will then tell the students that they are different problems but equal the same answer
(commutative property). The teacher will then introduce the parody video to the class, giving
them lyrics to paste into their math journals, and encourage them to sing along. (4 minutes).

Vocabulary: Commutative

Body of Lesson: (15 minutes) After the parody is shown the teachers will ask students what they
learned from the video. Then they will do 3 practice problems, the first two are commutative
problems (5x10 and 10x5, 4x6 and 6x4) the last one is not (4x9 and 6x6). The teachers will then
explain that while the answer is the same the problems are not so they are not commutative.
Then the teachers will do the first problem on the worksheet as a group.

Assessment: Multiplication worksheet, teachers will do one on the board with the class. Then,
they will have students work independently and walk around to check for understanding
including problems that are not commutative. After they complete the worksheet they must circle
problems that are commutative.

Materials: Computer, pencil, paper, internet, whiteboard, markers

Standards: CCSS.Math.Content.3.OA.B.5
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.
The purpose of this unit is to master the commutative (5 x 6 = 6 x 5) the associative (3 X
5 X 2 is the same as 15 x 2) and the distributive ( 8 x (5 + 2) is the same as (8 x 5) + (8
x 2))
Rational:
The use of music, in this case a parody, is to help students retain information in a
meaningful way. Music releases dopamine which activates the pleasure centers of the
brain, putting students in a more positive mood and making them more mentally
prepared to retain information.