SamanthaNovak

Dr.PatriciaMason
EDU537
April15,2015
Grade:7thGradeMath
Topic:DistributiveProperty
ContentArea:Math

INSTRUCTIONALOBJECTIVE

Afterlearninghowtousethedistributiveproperty,studentswillbeablerecognizethat
rewritinganexpressioninadifferentformshowshowthequantitiesarerelatedandhowto
writeproductsassumsandsumsasproducts.
Whengivenaworksheetof10questions,

studentswillbeabletocompletetheassignmentwith65percentaccuracy.

STANDARDSANDINDICATORS

NewYorkStateStandardsforMathematics

A.A.1

Translateaquantitativeverbalphraseintoanalgebraic
expression

Indicator:
ThisisapparentwhenstudentscompletetheproblemofGeorgeandBrian.Itis
statedasawordproblemandstudentsmusttranslateitintoanexpressionandsolveforthe
answer.

CommonCoreStateStandards

MathematicsStandard(CCSS):Expressions&Equations(7.EE.2):

Understandthat
rewritinganexpressionindifferentformsinaproblemcontextcanshedlightontheproblem
andhowthequantitiesinitarerelated.Forexample,a+0.05a=1.05ameansthatincrease
by5%isthesameasmultiplyby1.05.

Indicator:
Thisisapparentwhenstudentscompletethe(x+y)+(x+y)+(x+y)example.During
thisexamplestudentsusetapediagramstofindthedifferentwaystowriteoutthisexpression
tomakethingsmoresimpleandeasiertosolve.

MathematicsStandard(CCSS):Expressions&Equations(7.EE.1):
Applypropertiesof
operationsasstrategiestoadd,subtract,factor,andexpandlinearexpressionswithrational
coefficients.

Indicator:
Thisisapparentwhentheteacherorganizesthestudentsinpairs.Thengives
eachpairapieceofconstructionpaperwithablankexpressiononitand3dice.Theteacher
willhavestudentsrolldiceintoeachblankspaceoftheequation.Afterrollingthedice,
studentswillpluginthenumberonthediceintothatpartoftheexpression.Onceallblank
spotsarefilled,studentsthensolvetheexpressionusingthedistributiveproperty.


MOTIVATION

TheteacherwillhandouttheDistributiveDuethandouttoshowstudentsanexampleofhow
thedistributivepropertyisusedinreallife.Thiswillleadintothestudentscreatingtheirown
DistributiveDuet.

MATERIALS

SMARTBoard
GoogleSlides
Dice
ConstructionPaper
Handouts
IPad(forBrian)

STRATEGIES

DoNow
ActivatingPriorKnowledge
ConvergentandDivergentQuestions
DirectInstruction
EvaluativeQuestions
TeacherDemonstration/Modeling
FormativeAssessment
GroupWork
TicketOut/SummativeAssessment

ADAPTATIONS

Brian
:
Providelessonsnotespriortothelesson.
Provideaudiorecordingstowordproblems.
Usetechnologysupport(iPad)andprovideworksheetsaheadoftime.
Providetieredworksheets.
Brittany
:
Provideherwithaprintedcopyoftheday/lessonagenda.
Recheckunderstandingandrefocusherduringindependent/groupwork.
Teacherpartner/peerpartnerforindependentwork.
Seatclosetotheteacher.


DIFFERENTIATIONOFINSTRUCTION

Tier1
:Demonstratehowstudentscanusealgebratilestosimplifyalgebraicexpressions.
Explainthatthenumberofmatchingtilesequalsthesumofthecoefficients.Studentswilluse
thetilestohelpcompletetheclassworksheetonthedistributiveproperty.

Tier2
:Studentswillcompletetheclassworksheetonthedistributivepropertywith65percent
mastery.

Tier3
:Studentswillreachmasteryonclassworksheetonthedistributivepropertyandbe
abletodiscussreallifesituationsthatcouldbesolvedusingthedistributivepropertyand
determinetheirsolutions.

DEVELOPMENTALPROCEDURES

Time

Activity

KeyQuestions

Assessment

1
2

3
4
5
6

Motivation(DistributiveDuets)

DoNow
Havestudentscreatetheirownduet

Fromthisactivity,can
anyonetellmewhat
thedistributive
propertyis?

Random
selectionof
studentsto
sharetheir
duets.

7
8
9
10

Studentscancreatetape
diagramstorepresentthe
problemandsolution

Solvetheproblemusingatape
diagram.Asumofmoneywas
sharedbetweenGeorgeandBrian
inaratioof3:4.Ifthesumofmoney
was$56.00,howmuchdidGeorge
get?

Whatis7unitsequal
to?
56

Whatis1unitequal
to?
7x=56
x=8

If1unitisequivalent
tox,andGeorgehas3
units,howwouldwe
writehisportionwith
avariable?
3x

Whatare3unitsequal
to?
3x=?
3(8)=24

Callonrandom
studentsto
answer
questions.

11
12

DefinitionofDistributive
Property:
Thedistributivepropertycanbe
writtenastheidentity:a(b+c)=
ab+acforallnumbersa,b,andc.

13

14

15

16

17

18

19

20

Modelthecreationofthetape
diagramsforthefollowing
expressions.Studentswilldraw
thetapediagramsonthestudent
pagesandusethemodelsfor
discussion.

a. (x+y)+(x+y)+(x+y)

b. (x+x+x)+(y+y+y)

c. 3x+3y

Whatcanweconclude
aboutallofthese
expressions?
Theyareallequivalent.

Howdoes
3(x+y)=3x+3y?
Threegroupsof(x+y)is
thesameasmultiplying
3withthexandthey.

Howdoyouknowthe
threerepresentations
oftheexpressionsare
equivalent?
Thearithmetic,
algebraic,andgraphic
representationsare

d. 3(x+y)

equivalent.Problem(c)
isthestandardformof
problems(b)and(d).
Problem(a)isthe
equivalentofproblems
(b)and(c)beforethe
distributivepropertyis
applied.Problem(b)is
theexpandedform
beforecollectinglike
terms.

Underwhich
conditionswouldeach
representationbe
mostuseful?
Either3(x+y)or3x+3y
becauseitisclearto
seethatthereare3
groupsof(x+y),which
istheproductofthe
sumofxandy,orthat
the2ndexpressionis
thesumoftheproducts
of3xand3y.

21

22

23

24

25

Findanequivalentexpressionby
modelingwitharectangulararray
andapplythedistributive
propertytotheexpression
2(4x+6).

Howcanwecheck
Havestudents
that8x+12is
plugindifferent
equivalentto2(4x+6)? valuesforx.
Pluginavalueforx.

2(4x+6)
2(4x)+2(6)
8x+12

26

27

28

29

30

31

Organizethestudentsinpairs.

Giveeachpairapieceof
constructionpaperwithablank
expressiononitand3dice.Have
studentsrolldiceintoeachblank
spaceoftheequation.Afterplug
inthenumberonthediceinto
thatpartoftheexpression.Once
allblankspotsarefilled,solve
theexpressionusingthe
distributiveproperty.Complete
this5times.Oncecompleted
studentswillturninacleancopy
oftheirproblems.

Havestudents
dodifferentjobs
dependingon
whattierthey
fallin.However,
makesureall
studentsare
working
togethertoget
theanswer.

32

33

34

Usingarectangulararray,expand
theexpression6(x+y+z)

Whatistheverbal
explanationof
6(x+y+z)?
Thereare6groupsof
thesumofx,y,andz.

Theexpandedexpressionis
6x+6y+6z.

35

36

37

38

Studentsworkindependentlyto
completeapracticesheeton
usingthedistributiveproperty.

When
completed,
studentswillgo
uptoteachers
desktoget
paperschecked
andgetan
answersheet
explaininghow
tosolveeach
problem.

39

TicketOut:


40

Studentssolvetheexpression:
5(4x+2y+8)

Studentswillfilloutwhattheyare
stillstrugglingwith.Itwillallowme
toseewhatIneedtogooveragain.

ASSESSMENT

Studentswillcompleteaworksheetof10questionsaboutthedistributiveproperty,students
willbeabletocompletetheassignmentwith65percentaccuracy.

INDEPENDENTPRACTICE

Forhomework,studentswillcompleteaworksheetof10questions,whichpracticestheskills
demonstratedinthislesson.

FOLLOWUP:ACADEMICINTERVENTIONANDACADEMICENRICHMENT

AcademicIntervention
:Studentswillcreateexpressionsusingpicturesinorderto
understandtheconceptofthedistributiveproperty.Forexample,angrybirdsorfastfood
purchase.

AcademicEnrichment
:Studentswillcreate5wordproblemsaboutreallifesituationsusing
thedistributiveproperty.


TEACHERREFERENCES:

Bellman,A.E.,Bragg,S.C.,Charles,R.I.,Hall,B.,Handlin,W.G.,&Kennedy,D.(2007).
IntegratedAlgebra.Boston,Massachusetts:PearsonEducation.

Lynch,P.(2014)LearningPacket#1:Instructionalstrategies.RockvilleCentre,N.Y.Molloy
CollegeProductionDept.

Lynch,P.(2014)LearningPacket#2:Theprocessofquestioning.RockvilleCentre,N.Y.
MolloyCollegeProductionDept.

Lynch,P.(2015)LearningPacket:PreparingforinstructionusingtheMolloyCollegelesson
plantemplateandtheedTPAprocesscommentarytemplates.RockvilleCentre,N.Y.
MolloyCollegeProductionDept.

STUDENTREFERENCES:

SimplifyYourWorkwiththeHelpofDistributivePropertyCalculatorOnline
.(n.d.).Retrieved
fromMyMathDone:
http://www.mymathdone.com/distributivepropertycalcualtor/

DistributiveProperty
.(n.d.).RetrievedfromMathWarehouse:
http://www.mathwarehouse.com/dictionary/Dwords/distributivepropertydefinitionand
examples.php