Suzanne Gregory

Douglas MacArthur Elementary

4th Grade Math
Lesson Title: Associative Property of Addition 30 minute lesson
Lesson Objective: Model and identify the Associative Property of Addition using hands-on
manipulatives.
Aligned with Virginia Fourth Grade Mathematics Standard: 4.4
The student will
a) estimate sums, differences, products, and quotients of whole numbers;
b) add, subtract, and multiply whole numbers;
c) divide whole numbers, finding quotients with and without remainders; and
d) solve single-step and multistep addition, subtraction, and multiplication problems with whole
numbers.
Lesson Materials: Cuisinaire Rods, Graphic Organizer Worksheets, Individual Practice
Worksheets, Chromebooks
Assessment: Preassessment Review the terms associative or association with students to check
for understanding. Review the terms addend, sum, and parentheses with students to check for
understanding. (5 minutes at the beginning of lesson)
Formative Assessment: Students will be given several problems to complete during the lesson that
will provide an opportunity for the teacher to observe whether students are understanding the concept.
(ongoing throughout lesson)
Summative Assessment: Students will be given a mathematics unit test at the completion of the unit.
(completed at the end of the mathematics unit)
Lesson Procedure:
Model (I do): Students will watch as teacher models the procedure for using the graphic
organizer and Cuisenaire Rods to complete the addition problem. (6 minutes)
Introduce the mathematics word problem: Tricia's math book weighs 4 pounds. Her science book
weighs 3 pounds. Her reading book weighs 2 pounds. Write two addition sentences that can be
used to find the total weight of her books. Then solve to find the total weight.
1. Write 4 + 3 + 2 = ____________ on the worksheet provided. Describe how a train of purple, green,
and red Cuisenaire Rods illustrates 4 + 3 + 2. These are the addends of the problem. A blue Rod shows
the sum. While you are describing the addition problem, model how to use the Cuisenaire Rods on the
worksheet boxes.

2. Write (4 + 3) + 2 = __________. Model how to work this problem using the Cuisenaire Rods in the
second box on the worksheet. Remind students that they should do the work inside the parentheses
first. Show students that you use a train of a black Rod and a red Rod when you added 4 and 3 first.
Model for students that when we added the 4 and the 3 first, we still got 9 as the sum.
3. Write 4 + (3 + 2) = _______. Model how to work this problem using the Cuisenaire Rods in the
third box on the worksheet. Show students that we used a train of a yellow Rod and a purple Rod to
add the 3 and the 2 first. Model for students that when we added the 3 and the 2 first, we still got 9 as
the sum.
Guided Practice (We do) (7 minutes) Teacher and student will complete the following problem
together using graphic organizer and Cuisinaire rods.
Introduce the problem: There are 5 kids at the party who are eating cake. There are 2 kids at the
party who are eating ice cream. There is one kid at the party who is eating cake and ice cream.
Write two addition sentences that can be used to find the total amount of kids at the party. Then
solve to find the total number of kids.
1. Have students write 5 + 2 + 1 = _________ in the first box on their worksheet. Ask students to help
you find the Cuisenaire Rods to represent 5, 2, and 1 and the total, 8. Ask students, What is the sum?
2. Have students write (5 + 2) + 1 = _______. Remind students that they should do the work inside the
parentheses first. Ask: What train of Rods do we use to show that we added the 5 and 2 first? Ask:
When we added the 5 and the 2 first, did we still get 8 as the sum?
3. Have students write 5 + (2 + 1) = _______. Ask: What train do we use to show that we added the 2
and the 1 first? When we added the 2 and 1 first, did we still get 8 as the sum?
Individual Practice (You do) (7 minutes) Have students solve the following problems using the
Cusinaire Rods as needed. (Use worksheet provided)
1. Cameron ate 3 slices of pizza. Samantha ate 2 slices of pizza and Matt ate the remaining 3
pieces of pizza that were left. Write two addition sentences that can be used to find the total
amount of pieces of pizza. Then find the sum of the total amount.
2. What is another way to write 8 + (9 + 4) = 21 using the Associative Property?
A. 4 + 8 + 9 = 21

C. (8 4) + 9 = 21

B. (8 + 9) = 4 = 21

D. 8 + (9 x 4) = 21

Exit Ticket (Connection to Writing and Technology) (5 minutes): Prompt students to log on to their
math class on their Chromebooks and answer the question, Explain using words how to use the
Associative Property to write two addition sentences to solve an addition problem with three addends.

Name ___________________________________

Date______________

Associative Property of Addition Practice

Directions: Read each word problem and complete the
directions that follow.

1. Cameron ate 3 slices of pizza. Samantha ate 2 slices

of pizza and Matt ate the remaining 3 pieces of pizza
that were left. Write two addition sentences that can be
used to find the total amount of pieces of pizza. Then
find the sum of the total amount.
Addition sentence #1: ___________________________
Addition sentence #2: __________________________
Sum: _______________________________________
2. What is another way to write 8 + (9 + 4) = 21 using
the Associative Property?
A. 4 + 8 + 9 = 21

C. (8 4) + 9 = 21

B. (8 + 9) = 4 = 21

D. 8 + (9 x 4) = 21