Distributive Property of Multiplication Revisited

Subject(s): Math Grade: Third

Teacher: Miss Valerie Carrillo School: Jordan Elementary

1. Common Core Learning Standards Addressed:

Operations and Algebraic Thinking

3.OA.5 Apply properties of operations as strategies to multiply and divide.

3.OA.4 Determine the unknown whole number in a multiplications or division equation

relating three whole numbers.

2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)

Students will be able to use the distributive property to find a product

Student will be able to identify when the distributive property is being used to solve.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)

Reference addition, subtraction, multiplication, and division as the foundations of

math. All other types of math are built on this foundation
Everyday uses such as shopping, grouping, and future math lessons

4. Formative Assessment Criteria for Success: (How will you & your students know if they
have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success on this lessons outcomes look like?

Students will be able to talk through the steps of a problem with random name draws
Students will be able to solve a multiplication problem using the distributive property
with accuracy
Students will be able to identify the correct usage of the distributive property in a
Quizizz quiz. (exit ticket)
5. Activities/ Tasks: (What learning experiences will students engage in? How will you
use these learning experiences or the student products as formative assessment
opportunities?)

I will introduce the lesson and go over our learning objectives. Today we will learn
how to REPEAT When the lesson is over we will be able to REPEAT (5 min)
Activate prior knowledge: What are some ways we use multiplication in our everyday
life? Partner share for 1 minute. Share responses and then I will talk them through
anything they missed. (5 min)
Review math vocabulary terms: factors, product, multiple, array, parenthesis,
Distributive Property of Multiplication. I will reference anchor charts during this time.
(5 min)
We will begin whole group with sample problems (worksheet R30) using arrays to
show the visual of breaking apart the problem. (10 min)
After working whole group, students will work with their partners to solve problems
on whiteboards. One student will be responsible for drawing the array, and the other
for recording. Higher level students will have to generate their own problem and
solve. I will walk around and progress monitor and answer any questions. We will
correct each problem together so I can check for understanding. (15 min)
Before lunch I will assign the students an exit ticket using Quizizz. I will be able to use
this as a resource for who understood the concept and who still needs support. (10
min)

6. Resources/Materials: (What texts, digital resources, & materials will be used in this
lesson?)

Anchor chart
Whiteboards
Chromebooks
Projector
Exit tickets
Distributive Property practice sheets
Pencil
Vocabulary cards

7. Differentiated instruction: (How will you ensure that all students have access to and
are able to engage appropriately in this lesson? Consider all aspects of student
diversity.)
EL student (focus student: Angelica): These students will be focused on when reviewing
vocabulary terms. An anchor chart will be incorporated in to the lesson to provide a visual
aid for understanding.

504 student (focus student: Gabriel): For this specific I will use verbal reminders to keep his
focus I will also incorporate signals such as a tap on his desk or tap on shoulder to redirect his
attention. I will give multiple check ins for attentiveness and involvement.

The advanced student (focus student: Zach): for my students who are advanced I may ask
them to solve different problems while working whole group or independently to challenge
them.