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Lesson Plan Design

Subject:

MATHGrade:

6th

Lesson Topic:

Candidates Name:

Andrew Lopez

Site Supervisor:

MaryAnn Dortch

Distributive Property
ID #

02309916

NU Supervisor: Suzanne Woods

Date: 2/3/16
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Academic Content Standard
Expressions and Equations
6.EE.3 Apply the properties of operations to generate
equivalent expressions.
The Number System
6.NS.4 Find the greatest common factor of two whole
numbers less than or equal to 100 and the least
common multiple of two whole numbers less than or
equal to 12. Use the distributive property to express a
sum of two whole numbers1-100 with a common
factor as a multiple of a sum of two numbers with no
common factors.
Mathematical Practices
1. Make sense of problems and preserve in solving
them.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Purpose
This lesson introduces the distributive property to the
students. Students will understand how to distribute and
break down multiplication into groups. They will understand
that this is preparing them for when there are variables
instead of the numbers in the parentheses.
Prior Learning
This is the first lesson on the distributive property. Students
have learned about the associative, identity, and
commutative. They are also familiar with equivalent
expression. They have practiced writing equivalent
expressions using the commutative, associative, and identity
properties. They should have learned about the properties in

Rationale:
The 6th grade Common Core Standards
requires students to know the properties of
operations in order to generate equivalent
expressions. One of the properties they
need to know is the distributive property,
which helps students break multiplication
into groups. It allows them to understand
how to simplify the multiplication
problems.
Its important that students are aware of
what they are going to learn and why its
useful. I think students should be aware of
what is expected of them. If the students
are aware of how they should behave and
how they shouldnt, they probably will
meet the expectations. When students are
behaving positively it allows the teacher to
carry on with their lesson and give the
students more time to work independently.
I think by telling them that you are going to
make your way around the room to check
up on them, they will be more focused on
completing their work.

a previous grade.
Focus Learner/ Behavioral Expectations
Prior to starting the lesson, I will provide the students with a
brief explanation of the distributive property and the activity.
I will set boundaries and give the students my expectations. I
will tell them how they should behave throughout the
activity. I will let them know that they are still expected to
follow directions, pay attention, raise their hands if they have
a question, and stay focused on their work. I will inform
them that I will be roaming around the classroom and
monitoring their progress.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will have whole class examples on how to evaluate
expressions using the distributive property. After whole class
examples, students will be able to explain how to evaluate
expressions using the distributive property individually. I will
measure mastery in two ways. First, I will formally assess
students by walking around during their independent work
time and monitor their progress. Lastly, I will check for
mastery by having them work on a worksheet that has 10
distributive property questions.

Rationale:
The learner outcome addresses the state
required common core standards and
mathematical practices. Students in 6th
grade are expected to know the properties
of multiplication and addition. The two
forms of assessments will determine their
understanding of the Common Core
Standards.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:
(Estimated time: 10 Minutes)

I will start a PowerPoint slide.

Students will only see two slides

Slide 1: Vocabulary Slide
Distributive Property
Factor the Expression
Combine like term
I will break down of the word distributive
to distribute. I will break down the term
distributive to its root word distribute and
see if any students know what it means to
distribute something.

I will choose one person to act out the

Teaching students how to break down

words to their root words is an effective
strategy because it can help students
understand big words theyre unsure about.
Having students act out the verb allows me
to see if they even understand what it
means to distribute or if I have to explain
that to them first. In order for them to
understand the concept.

verb, distribute.

Students will write down the other

vocabulary words and I will show the
examples of them.

Slide 2: Angry bird getting distributed to angry

birds inside of a parentheses.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
ELL Student: Providing students with cognates can be very
useful for students to make sense of what theyre being
asked. If students are able to connect English words with
words they know in their native language it will allow them
to better understand the concepts. Having students complete
the activity with partners also relieves students stress and
allows them to learn from a peer.
Special Needs Student: Having students work in
partnerships gives theses students extra support. Their
partners can help keep them on task and give them further
explanations if necessary. The use of manipulative help
students be hands on with the questions and understand them
better.

Rationale:
Every student learns differently. Its
important that they work in different
grouping so that they constantly have
support. Using manipulatives is important
in order to meet the needs of all the
different learning styles. Its important to
always challenge students but also
understand if something is to difficult for a
student.

Gifted Students: The use of different level templates will

allow me to challenge students who understand the concept
and need higher-level thinking.
Low Achieving Students: the use of different level
templates allows me to give a student work that challenges
them but they can still complete. Having manipulatives gives
the students visuals to help them make sense of the problems

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Document reader
Projector
Projector screen

Rationale:
The more resources we use, the better
chance the students will understand the

3 Distributive property templates

Dice
Powerpoint Presentation
Laptop
Math notebooks
White Boards
Markers
Dry-erasers

concept. Having the students involved in

the learning process will help students
make connection and build upon what they
already know.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Rationale:
Explicit Instruction

As a class, students will take notes on the Distribute

Property PowerPoint.
Slide 3: the definition of the distributive property.
Slide 4: Explanation of how the property is used
and what it is preparing them for.
Slide 5: Examples of expressions that we will work
out as a class and they will add into their notebooks.

Its important for students to understand

how, why, and when they will use the
property. This allows them to make better
sense of the property because they know
what the final result will be.
Going over and having examples written
down is very useful. They get to learn the
process and be able to refer back to them
when they are confused on what to do.
Asking students questions throughout the
lesson helps teachers check for
understanding.

Finally, I will show students how they will be

answering questions in the activity by practicing a
couple questions as a class.

Check for Understanding:

Throughout the explicit instruction I will be monitoring
student progress and checking for understanding. I will ask if
students have any questions and listen to their questions. I
will make sure students understand the concept by asking the
questions. I can also check for understanding by having them
draw an expression that would use the distributive property.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Rationale:
(Estimated Time: 15 minutes)
I will pass out a distributive property template and dice.
Students will work with a partner.

Using templates helps students illustrate

the concepts and make the information
meaningful.

Template EX:

Students will roll dice to fill in the boxes with

numbers

Students will write the expression with the numbers

and work it out

After completing 5 expressions correctly students

can move up to the second template, which includes
the variable (X) after the second box. (X) Will be
equal to 2.

If students are able to complete 5 questions on the

second template. They may work on the third
template that has two variables in the parentheses,
(X) after the second box and (Y) after the third box.
(X) Will be equal to 2 and (Y) will be equal to 3.

Making the activity a game helps keep

students engaged. Working with a partner
also lower students stress level because
they have some one they can get help from
before asking the teacher for help.

Check for Understanding:

Before letting students begin working with their partners, I
will ask random students to explain what is expected of
them. This will allow me to see if students understand the
directions. While students are working collaboratively, I will
walk around and make sure that students understand the
concept. If I notice that several students are still confused, I
will have students stop what they are doing and re-teach the
concept to the whole class. If only a couple dont understand,
I will re-teach them concept to them. I will provide students
who are completing their work correctly with positive
feedback.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Rationale:
Homework
Students will work on a practice page independently the
practice page will have distributive property expression that

Homework is very important because it

gives students the opportunity to practice
what they learned independently. I will also

they will have to evaluate.

provide me with additional evidence of

whether students understand the concept.

Check for Understanding:

I will check to see how many students are able to complete
the worksheet by their self. I will also be able to see how
many students understand the concept and how many need
more help. If they arent able to complete this assignment
correctly I will give them more support.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Rationale:
I will assess students throughout the lesson. I will assess
them informally by walking around during their group work
and seeing if they understand the concept. I will also assess
them during direct instruction by asking question and
listening to their responses. I will also determine their level
of comprehension by their closure activity. I will correct
their exit slips to see if students were able answer the
questions correctly. I will also assess them by going over
their homework the following day.

By utilizing formative and informative

assessment throughout the class, I will be
able to monitor my students progress. This
information will help me determine
whether my students need additional
instruction. It will allow me to see who
needs to be challenged more and who may
need one on one instruction.

10. Closure: (Describe how students will reflect on what they have learned.)
(Estimated Time: 5 minutes)

Rationale:

Exit Slip
To determine if students have learned the lesson, students
will be given an exit slip with 4 distributive property
expressions that they will evaluate. If they finish early they
may begin working on their homework.

By having students evaluate several

expressions independently, I am able to
check if students understand the concept. It
allows me to assess want students need
more support and whether or not I need to
re-teach the concept to the whole class the
next day.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty