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How well this lesson support the learning goal? This lesson will develop fluency within students by focusing on mental
math multiplication strategies--specifically distributive property.
Objective(s): Setting Instructional Outcomes Students will be able to utilize the distributive property to efficiently
solve multiplication problems.
Level 4: I can utilize mental math strategies obtain correct answers for
three digit multiplication problems efficiently.
Level 3: I can utilize mental math strategies, specifically
distributive property, obtain correct answers for two digit
multiplication problems efficiently in my head. *
Level 2: I can describe and utilize various mental math multiplication
strategies. *
Level 1: I can quickly recall correct answers to one digit math facts.
23
c. 4
3. After modeling this problem with manipulatives, the teacher
will walk the students through solving the problem as a class.
4. The teacher writes 23x4 on the whiteboard, and begins
vocalizing his/ her thinking.
a. Example narrative:
i. The teacher explains how he/she does not
know the multiples of 23 off the top of his/her
head, and would like to break the problem
down into “easier” numbers.
ii. The teacher explains how 20 seems like a
“friendlier” number than 23, and starts
multiplying 20 by 4 to get 80.
1. The teacher then asks a student to
volunteer to come to the whiteboard
and circle the section of the base ten
chart which models this section of her
strategy with a red marker.
2. On their own papers, the students will
place a rubber band around this
group.
a. Anticipated response: The
student circles the 8 ten
blocks.
iii. He/she then explains 23-20=3, meaning there
are also 4 groups of 3, making 12.
1. The teacher asks for a student to
circle the section on the base ten
chart demonstrating this step in a
blue marker.
2. On their own papers, the students will
place a different color/size rubber
band around this section.
a. Anticipated response: The
student circles the 12 one
blocks.
iv. Finally, he/she adds 80 and 12 together to get
92.
1. The teacher vocalizes the connection
between the base ten block chart and
the abstract version of the problem by
stating the answer comes from
combining the values of the red circle
and blue circle.
5. The teacher defines these two ways of thinking of this problem
as utilizing the Distributive Property of Multiplication.
6. Students will receive more practice with the Distributive
Property of Multiplication by playing a Distributive Property
matching game in pairs.
a. Students will receive a set of cards (example at end of
lesson plan) to share with a partner.
b. The cards will be spread out and flipped upside down
on a surface.
c. Partners will take turn flipping a card over, thinking
about what its potential “match” may be, and then
flipping another card over (either randomly or from
memorization) to find a match of two cards.
d. The partner with the most correct matches at the end
wins.
e. This game gives students practice with the
Distributive Property and quick mental math.
f. The teacher will walk around the room and observe
each pair’s game play.
Accomodations Depending on the severity and type of special needs, the teacher may
employ a peer-tutor system. A peer-tutor system allows a high-
succeeding student to mentor a peer with special needs through this
lesson. For example, the tutor student may aid the student in utilizing
manipulatives during the base ten block chart. Or, the peer tutor may
work together and hold a discussion with the student with special
needs while deciding what their created problem should look like.
Additionally, a co-teacher or special education teacher may be present
in the classroom to provide one-on-one support to the student in this
lesson, since many parts require independent thinking and
vocalization.
Modifications Depending on the severity and type of special needs, the teacher may
focus on helping the student with special needs meet a lower outcome
for the day, such as level one or level two.
However, ideally, the student with special needs will keep pace with
their peers, through whatever means necessary. Their level 3 outcome
may be focused less on efficiency and mental math, and more on
taking whatever time necessary to reach the correct answer in a
manner efficient for them.
Assessment (Formal/Informal) 1. Showing “thumbs up” and closed fist during the number talks
to check for comprehension and understanding of
multiplication facts and strategies (Levels 1 and 2)
2. Students volunteer to vocalize their strategies to teacher during
number talks (Levels 1 and 2)
3. Students model the multiplication problem presented with
blocks and rubber bands, demonstrating understanding of the
Distributive Property (Levels 2 and 3)
4. Students volunteer to answer teacher’s question at the board
about Distributive Property(Level 3)
5. Students play matching game to practice using Distributive
Property quickly (Level 3)
6. Students create their own Distributive Property problem, and
vocally share with peers the step-by-step of how they solved it
(Level 3)
7. Students complete worksheet to expand their knowledge of
Distributive Property and present a new challenge with 3 digit
number multiplication (Level 4).
Example of Distributive Property Matching Game