Math Lesson – Distributive Property of Multiplication

Grade/Setting: 4th Grade

Length of Lesson: 80 minutes
Math 
CCSS.Math.Content.4.OA.A.1 – Interpret a multiplication equation as
Standards a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5
(Common times as many as 7 and 7 times as many as 5. Represent verbal
Core) statements of multiplicative comparisons as multiplication equations.
 CCSS.Math.Content.4.NBT.B.5 - Multiply a whole number of up to
four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Learning Goal Learning goal: Students will be able to multiply by doubling one factor and
halving the other.

Lesson Lesson objective: After modeling, students will be able to multiply numbers
Objective by doubling and halving their factors independently.

Students’  Before beginning this lesson, I will acknowledge the results of the
Prior diagnostic pre-test that was administered to the students for the
Knowledge purposes of ascertaining their ability to factor numbers.
and Skills  Based on the diagnostic pre-test, most students still need more help
on properties of factorization, especially doubling and halving.
 I taught a lesson on doubling and halving already, although most
students were still struggling. I re-evaluated teaching strategies and
created a lesson with more hands-on activities and manipulatives.
The students have seen this content before.
 This lesson moves from very concrete examples using cubes to
students drawing their own representations of their concrete
examples. Finally, students should be able to complete math
problems independently without manipulatives.
Academic “multiplication” “distributive property” “factor” “array” “product”
Language to
be used
Materials Colored tiles (1 per student), “Distributive Doctor” worksheet- laminated (1
per student), colored pencils, worksheets with math problems (1 per
student), popsicle sticks (1 per student), dry erase markers (1 per student)
Instruction/ Before beginning the lesson, the teacher will indicate to students
Motivation expected behavior regarding materials. “When we start our lesson, I
20 minutes expect everyone to listen and to use the materials provided only after
receiving directions from me. During the lesson, we all need to remain on
task and only talk about the lesson. You have one minute now to talk to a
partner about anything you would like, and then we will begin.”
Teacher will introduce a preview investigation activity which will help
to motivate students. “I am going to pass out a worksheet and some
colored tiles to each of you and we are going to practice making some
arrays.” Teacher has a student distribute materials.
Students will make any array of their choosing. After making their
array on the Distributive Doctor worksheet, teacher will instruct
 students to “operate” on their array. Students will split their array in
half to make 2 separate arrays. They will then be asked to build the two
arrays they see with tiles, also on their papers. Teacher will circulate
around the room, encouraging students to build additional arrays, and then
“operate” on them to break them apart. Teacher question the students to
come to the conclusion that the number of tiles is the same whether it is
broken apart or one, big array. Teacher will help students come up with
equations to demonstrate the arrays they are constructing. Students can
erase their papers with a dry erase marker and practice additional examples.
Instruction/ Teacher will introduce learning targets and lesson activity. “I have
Activity displayed our learning targets for today in the front of the room. I will read
20 minutes them out loud, and then we will all repeat them together.” (Teacher reads,
students all then repeat the learning target together.)
Teacher will tell students that today they will be using what they just
observed with their colored tiles to complete multiplication problems.
“What you just noticed is that when we break an array apart, the area of the
array is always the same. I saw some of you started with 3x4 arrays. You
broke them apart into 2x4 arrays and 1x4 arrays. Whether you have a big
array or two small ones, you have 12 tiles in each.”
Teacher will model an example of using the distributive property to
solve a multiplication problem. “8x6. I know I need to break this apart
into two separate multiplication problems. In my head, I’m not sure what that
will look like, so I’ll use my tiles to represent my array.” Teacher will model
her thinking throughout the problem and demonstrate strategies students
can use if they get stuck.
Students will then complete a worksheet of problems using this
strategy. They can use their colored tiles if they get stuck. However,
they should be trying to draw their array representations on their own if
possible. Teacher will pass out representation worksheet to each student
(with 4 problems on the page), and they will work quietly. Students can use
colored pencils to draw models of arrays any way they like- blocks, X’s,
circles, etc. Teacher will walk around the room to check for student
understanding and prompt students to use manipulatives and drawings if
they are stuck.
Informal Teacher will choose students randomly to provide their answers to 2 of
assessment/ the problems they worked on. Students can come up to the board and
sharing draw their representation of the distributive property. For each
15 minutes problem, teacher will call on volunteers of students who completed
each problem in a different way. Teacher will talk through the steps if
students are having difficulty. All papers will be collected.
Additional  Students will be given a blank sheet to create their own multiplication
practice/ problems.
informal  They will be asked to write a problem, create a visual representation
assessment of the distributive property, and then fill in the equation to match.
15 minutes They will be asked to create four problems.
Teacher will then model thinking without using visual representations.
Teacher will complete a problem on the board and then ask for student
volunteers to come to the board, create equations using the
distributive property, and talk through their thinking.
Assessment At the end of the lesson, give students an exit slip. They will complete
(10 minutes) problems using the distributive property.

Additional It is important to differentiate for ELL students during classes that tend to use
differentiation a high frequency of technical terms. These may not be words or phrases that
the student has been exposed to or that he or she hears in his home. The
teacher will stop and offer explanation to the class whenever a more difficult
word appears. The teacher will specifically visit with ELL learner to ensure
that the difference in language history does not create instructional loss
amidst technical science terms. According to the text, ELL students
(currently comprising 20% of the student population) “have difficulty with
questions that rely on background”. Because of this, I would begin this math
lesson by revisiting requisite terms.

Extension Students will work on an activity where they have to put together puzzles
Activity matching a multiplication problem, the same problem written using the
distributive property, and the arrays to match. They will then be asked to
create new arrays to show the same problem in a different way.