Sequences 6-8 Lesson Plan

Lesson Plan for Mathematics

Lesson Title: Topic 3 | Distributive Property Day Number: 1

Lesson Goal/Topic: I can use the distributive property to solve for the products of large sums.

Objectives (edTPA requirement)

Lesson Objective:
● Students will be able to use counters to display their understanding of the distributive property with 75%
accuracy.
WIDA Standard:
● WIDA Standard 3 | Language for Mathematics. ELD-MA.2-3.Explain.Expressive:
Construct mathematical explanations that…
➔ Introduce concept or entity
➔ Describe solution and steps used to solve problem with others
➔ State reasoning used to generate solution
Language Objective:
● Students will be able to write or orally explain one to two steps of the distributive property with 75%
accuracy.

Common Core Standards (edTPA requirement)

State/Content Standards:
● Represent and solve problems involving multiplication and division.
CCSS.MATH.CONTENT.3.OA.1 Interpret products of whole numbers, e.g. interpret 5 x 7 as the total
number of objects in 5 groups of 7 objects each.
● Understanding properties of multiplication and the relationship between multiplication and
division. CCSS.MATH. CONTENT. 3.OA.B.5 - Apply properties of operations as strategies to multiply
and divide. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8
× 2) = 40 + 16 = 56. (Distributive property.)

Planning to Support Varied Student Learning Needs (edTPA requirement)

There are three (3) students in my classroom with IEPs:

Student A | Speech and language impairment: To accommodate this student’s needs and modifications
required by their IEP, the teacher will ensure to clearly read out the directions and the steps students should take
when completing their work in their groups/partner pairs. The educator is going to provide a clear, whole class
model before the students are able to get their hands on the activity, this will ensure the students are pre-exposed
to the activity with less distractions from their peers. Not only this, the teacher will have students repeat the
directions back to them as a way to informally check for their understanding before moving students into partner
work and independent work. This will be done by asking prompted questions and giving students to ask
clarifying questions. When students are working with their peers in their math groups, they will be able to support
each other by providing assistance when the educator is not available so they will be able to engage in
conversation with pre-chosen partnerships. Additionally, this student is recognized as needing additional help in
math so, the teacher will be in accompaniment with their group working on a differentiated math worksheet with
two-color counters. When/if the teacher notices the student is able to understand the math concept, they will be
able to get into partnerships and continue working in pairs to complete their work (this goes for all the students in
this group). On the other hand, for all students, we will clearly go over the vocabulary and explain the definition
of ‘Distributive Property’ during whole group instruction. If needed, we will segment the word and its letters into
individual sounds for students who have difficulty with its pronunciation. Lastly, with the differentiated
worksheet, important details given in the mathematical problems are highlighted and bolded for clearer
distinction and questions that require written responses are supported with sentence starters.

Student B | Attention Deficit/Hyperactivity Disorder (ADHD): To accommodate this student’s needs, they
will be working with their peers in given math groups/partner pairs on the back table with the educator. The
student works very well with their peers and becomes more motivated to want to learn along with their peer’s
support so they will be able to engage in conversation with pre-chosen partnerships. The worksheet the student
will be given is differentiated to include visuals and step by step processes to help the student understand the
material and make meaning of what is being orally said to what is being perceived visually. Additionally, on this
day students will be using two-colored counters as a concrete manipulator to get them used to working with the
Distributive Property. These counters will allow the student to be involved in a physical movement that will help
retain their attention when learning. Per the student IEP plan, they are being offered an alternative setting than
their desk; back table, as well as students will be able to hear and seek help from their peers in their group. Lastly,
the differentiated worksheet, as modified from her IEP accommodations, incorporates important mathematical
details to be highlighted and bolded for clearer distinction and questions that require written responses are
supported with sentence starters for easier recognition.

Student C | Autism Spectrum Disorder (ASD): To accommodate this student’s needs, per their IEP plan they
will always be accompanied by an adult figure in the classroom to help keep them motivated and focused on their
mathematical learnings. The students enjoy engaging in conversations with their peers so they will have the
opportunity to complete their math worksheet in their peer math groups that have already been pre-chosen by the
teacher. Though the student is recognized as needing improvement in math, they are able to independently
understand mathematical equations and concepts on their own. With this being said, they will have access to
receive the differentiated worksheet, if they are reflecting behavior that alludes to confusion about the new
concept being taught. To help distinguish if the student is confused, the students will often engage in attention
seeking behavior like yelling, crumbling/ripping papers, etc. in order to be excused from the classroom and from
doing the work. In these instances, the student and his partner pairs will be led to a different classroom setting for
the student to retain their focus. This student has a bright understanding of mathematical multiplication
vocabulary and process. Therefore, unless needed, the student will not need to be in the presence of the main
teacher for 1:1 reteaching. Rather, they will receive accuracy check-ins, every 5 minutes, throughout their
progress on the worksheet.

Differentiated Mathematical Needs:

Based on students' standardized Renaissance STAR 360 mathematical testing scores and their individual math
progress in the classroom, students have been placed in math groups with peers who also are recognized as
needing similar math supplemental guidance. For this lesson, students will work in their groups/partner pairs to
complete the given worksheet(s). *These groups are not set based, they can vary and be moved around based on
the student’s needs and understanding of the content being covered*

Group 1 (Blue) | Students representing high math intervention needs: Students will receive a differentiated
worksheet to complete at the back table with the help of the teacher. In this small group, all students will continue
the use of counters to complete their worksheet. We will slowly work towards improving their comfortability
working with the Distributive Property. With the use of counters, these students will be able to visually see and
physically move parts of the mathematical equations to determine their products. Students will slowly be released
to work in pairs once it is determined they are understanding the content. *Their understanding is going to be
based on 75% accuracy and ability to orally explain their reasonings, by listing the steps they took, to the
teacher and their peers.*

Group 2 (Green) & Group 3 (Red) | Students representing intermediate math needs: Students will be given
an undifferentiated worksheet to complete with their pairs/groups. Students in this group will also have access to
counters for them to use to help solve their equations. They will use these counters to help solve for the
Distributive Property when they are working in their partnerships. *Students of these groups may join group 1 at
the back table if they are needing additional help. If this is the case, students will be given a differentiated
worksheet to complete*

Group 4 (Yellow) | Students representing meeting or above math needs: Students will be given an
undifferentiated worksheet to complete with their pairs/groups. Students in this group will also have access to
counters for them to use to help solve their equations. If students choose not to use the counters, this is perfectly
okay. Once these students have completed the worksheet, students will be directed to complete an enrichment
worksheet that applies the Distributive Property to real world applications. This worksheet will work to challenge
these students on a high level and would require more higher order thinking and deep reasoning from them about
the Distributive Property. Then, students will use online mathematical practice websites to further them building
their skills.

Differentiated English Language Learner Needs:

There fifteen (15) ELL students: Fourteen (14) students have differentiated levels of reading, writing, and
fluently speaking English. These students have a range of slight to moderate stutters during oral expressions,
some reflect difficulty fluently reading and need supplemental support to help decode and bring meaning to
words, and some of the students have difficulty spelling words correctly. These concerns proceedingly cause
students to have trouble with reading comprehension therefore, to assist them with their learning, the teacher will
orally read through and clearly model in a step by step process the Distributive Property This will allow students
to put visible words to the sounds they hear and build meaning by slowing down instruction, asking clarifying
questions, and relating the content to personal likes. Thus, when students are able to refer to the examples built
for their reference, they will be able to follow along with their partnerships easier.

The fifteenth (15) student is able to speak some English greetings like “hi”, “thank you”, “goodbye” but is unable
to fluently engage in an English proficient conversation nor comprehend English words. Their primary language
of communication is Ukrainian, so directions on given worksheets will be accommodated for them. When it
comes to analyzing this student for the accuracy of recalling the steps of the Distributive Property, they will be
based on the student showing they are able to use the counters to find the answer and knowing their
multiplication factors. The student is knowledgeable about digits and able to subtract and add digits with ease. If
needed, the students will be able to use supplement digit cards that provide numbers in standard form on the front
and corresponding visual count on the back, as well as a multiplication chart.

Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

The Distributive Property is going to challenge the students mathematical abilities and their fact fluency. Because
of this, students will need to have pre-knowledge about most to all 1-9 multiplication factors in order to break
down larger factors into smaller factors in order to accurately solve for bigger products. For the past few weeks,
students have been submerging their mathematical brains into learning multiplication and division through the
lens of diverse mathematical strategies. Students have been learning how to use math strategies like arrays, equal
groups, skip counting, and repeated addition and subtraction to reason their products and quotients. On day one of
this lesson, students will need to recall smaller multiplication factors in order to help them break apart larger
factors, such as the Distributive Property skill. This comes following the students ability to fluently add and
subtract.

Nonetheless, this classroom is filled with many mathematicians from diverse learning backgrounds! The students
express equal eagerness to further their multiplication skills. They all have the drive, motivation, and supportive
personalities from within and their peers to want to push themselves to excel in math. The mathematical culture
built in this classroom is one of excitement and eagerness to become fluent with their factors, addition and
subtraction skills, and ability to divide small and large digits. Culturally, to relate their mathematics to their
identities, the worksheets created will include students' cultural relations to flags, likes, dislikes, foods, and
languages. Thus, while students are working, they will be reminded of their families and surrounding individuals
in their community.

In this lesson, students will be working with counters. In mathematics, students flow through the use of concrete,
pictorial, and abstract examples to help build their skills. Being the first day of this lesson, students are in their
concrete phase and will use two-color counters to physically move and solve multiplication problems as we work
through the Distributive Property. Counters serve the purpose to enrich student’s learning and help them visualize
the step by step process when solving mathematical equations. Implementing these into this lesson will allow
students to see how many ways, types, and answers they can break larger sums into when using the Distributive
Property. Counters not only will serve the purpose to influence focus and interest in math, but they are a great
tool for all learning levels. They create an inclusive learning environment and will allow for all students to
participate in the whole class and small group working, without worries of feeling different than their peers. On
the other hand, students thoroughly enjoy being able to use hands-on manipulations with their peers as it keeps
them motivated and focused on the task.

As we slowly move into students working in their groups and then to independent work, students will be able to
use the examples and steps we discuss in whole group instruction, with their partnerships. Students thoroughly
enjoy working with their peers because they like to engage in lesson oriented discussions, while being able to
move around to a more focused-prone environment. Thus, it is essential for the teacher to allow enough time for
students to work with their peers so that each has a chance to practice and assist each other on their confusions.

Materials, Resources, Instructional Strategies (edTPA requirement)

● Materials:
○ Distributive Property worksheet (English) | Distributive Property Wkst. (Ukraine)
○ Differentiated Distributive Property worksheet (English) | Diff. D.P Wkst (Ukraine)
○ Distributive Property exit slip (English) | D.P exit slip (Ukraine)
○ Distributive Property Assessment Rubric
○ Differentiated Distributive Property exit slip (English) | Diff. D.P. exit slip (Ukraine)
○ Distributive Property review enrichment worksheet (English) | D.P. review Enrich. Wkst.
(Ukraine)
○ Math Spiral Notes (English) | Math Spiral Notes (Ukraine)
○ White boards
○ Clipboards
○ Two-colored Counters (Printable)
○ Chromebooks
● Resources:
○ EnVisionsMath 2.0 Textbook | Grade 3 | Teacher’s Edition (pgs. 105J-144)
○ EnVisionsMath 2.0 Student Workbook | Grade 3 (pgs. 111-114, 117-120, 123-126, 129-132, 137-
138, 143-144)
○ ExtraMath
■ Daily practice of basic multiplication, division, addition, and subtraction fluency
○ Freckle
■ 3.OA.1 - Basic Multiplication Practice (Assigned 10 question practice)
■ 3.OA.5 - Multiplication Properties (Assigned 10 question practice)
● Stationary:
○ Dry erase markers
○ Pencils
 ○ White board erasers
○ Highlighters
○ Scissors
○ Glue sticks
● Instructional Groupings/Strategies:
○ Small Math Groups /Partnerships (#1-4)
○ Whole class instruction
○ White board review
○ Distributive Property notes worksheet
○ Technological Support: projector for visuals and step by step instruction.
○ Must Do’s and May Do’s
● Flexible Means of Involvement:
○ Small Group: Students will be directed to work on the front carpet, at their desk, or near the class
library. Students working with the teacher will be at the back table.
○ ELL: Translation worksheets (Ukrainian)
○ Manipulatives: Two-color counters
○ Teacher Modeling
○ Turn and Talk

Hook/Anticipatory Set

Post-it Note Activity (5 minutes): Students will be prompted to make educated guesses about the possible
meaning of “Distribute”. On the board students will be asked “What does it mean for something to be
Distributed”. Before beginning the students will be given context through examples and sentences to get them
started.

Example context sentences:

1. Everyday in class, Ms. Bello distributes worksheets to all of the students.
2. The lines on a paper are equally distributed. They are spaced equally apart from one another.
3. If you get a hot lunch, the cafeteria equally distributes the food items on each student plate.

When students are done with their guesses, they will post their post-it notes on the front board for us to go over as
a class. Additionally, it will be expressed that students do not need to write their names on their post-its to ensure
no student feels singled out for being incorrect or wrong.

When reviewing the post-it notes, we will go through 4 choices and talk them over before introducing the lesson
to the students.

Procedures (edTPA requirement)

 Teacher Actions Student Actions

HOOK (5 minutes): HOOK:

What does it mean for something to be distributed? Students need to write on their post-it notes and
place them on the front board. Then sit down at
their desk quietly for further instruction.
WE DO (4-5 minutes):
WE DO:
[Transition into whole class instruction for notes
give out directions for cutting out their note sheets
and how to place it into their red math spirals]

Students will need glue sticks, scissors, and their red

math spiral notebooks. Students will have a set timer
of 2 minutes to cut out and glue their notes sheets into Students use glue sticks and scissors to glue
their spirals. – Give students a warning at the 1 minute their notes into their red math spirals.
mark….at 30 second mark…20 second mark…orally
count down when the timer hits 10 seconds. Students collect all needed materials on their
desk then join on the front carpet with red math
Direct students to grab their white boards, spirals.
markers, and erasers. Students will have 1 minute
to do it all. Then tell them to put it on their desk
and markers at the top of their desk.

When students are finished they will need their red

math spirals and sit on the carpet for teacher
lead/modeling instruction.

I DO (15-20 minutes): I DO:

[ Introduction to lesson Topic]

1. What does it mean for something to be

distributed?
2. What are daily things that are distributed in
the classroom?
3. What are daily things you distribute at home?
4. What are some synonyms for something to be
distributed? (shared, equal, spread, hand out,
[Participate in the hook activity and answer the
questions that are given to them – students will
share some questions in partnerships first
before with the whole class]
 etc.)
5. What is the Distributive Property?
6. How can we use the Distributive Property to [Sitting quietly and attentive to the directions
solve for the products of large factors? and steps being shown by the teacher. Getting
ready to replicate the same steps for their own
As with items in our daily lives being distributed, in practice]
math the Distributive Property tells us that a larger
sum can be broken down into two smaller equations
that add to be the sum of the larger sum. – It can be
confusing but I am going to model it for you.

For these next few days, we are going to be learning

about Distributive Property. Right now you could be
feeling excited to learn something new in math but it
can also make you feel nervous right? And that is
okay. Is it okay to feel nervous when you are starting
something new? Is it okay to feel unsure of how
something is going to happen? Yes! But by the end of
this lesson you all are going to be experts at
Distributive Property and will be able to say “I can…”

[Read the “I Can” statement]

Give me a thumbs up if you're excited to learn a new

math skill 209. So, today our objectives are…

[ Call on students to read the objective and explain

it]

[Introduce counters and their purpose]

1. How do we treat things that are not ours? Do
we throw them around? Do we bend them? Do
we try to tear them apart? No. These counters
are very delicate: who has heard of the word
delicate? They are easily able to break and fall
apart so while using these we need to be
respectful and careful in how we are picking
them up, etc.
[Have students repeat how to and how not to treat
 the two-colored counters]

[ Transition into using the two -colored counters for

while following the math spiral note sheet – use
projector–reiterate the Distributive Property]

Any questions about what you are doing?

WE DO (15-25 minutes):
[ Pass out two-colored counters to all students]
WE DO:
Take your counters out of the bag, each of you has an [ Answer questions when prompted, respect
equal amount of counters so you need to make sure two-colored counters ]
you do not drop or lose them on the floor.

[Project problems to practice on board]

1. Read problems – highlight information that is
given to us.
2. Looking back into our notes, what is step one?
Do it.
3. Looking back into our notes, what is step two?
Do it.
4. Looking back into our notes, what is step
three?
5. Looking back at your notes, what is step four?
Do it.
6. Now this might be tricky, but taking a guess,
what is a way we can check if we did our
Distributing correctly?
Don't allow students to answer, instantly
model to them how to solve for the smaller
sums. – during the next problem, then ask
them how we can check.

YOU DO (30- 35 minutes):

[Project Must do’s and May do’s on the board for
students to refer to as they are working in their YOU DO:
groups]
Now, we went through a few problems together, you
are going to be in your math groups and working
through a Distributive Property Practice Worksheet.
Again, this is our first day, it is okay to feel frustrated,
it is okay to feel unsure of your answers, use your
peers to help you, use your counters, try your best.
[Actively working in their small groups around
the classroom at a voice level of one (1) –
student will follow their ‘Must Do’s & May
Do’s”]

Introduce the new student grouping folder and

turn in to all students + model how to use it

When you get done, turn your sheet into your group
color slot, do not put it back into the folder.

[Call on students to reiterate how to use the new

Math group coloring system]

209, when the cactus is out on the table, what does it

mean? Am I going to be available for questions?

What is the rule before you can ask me a question?

Ask….Three? [Direct students to the Ask, 3 chart]

[ Set timer, ensure all students are getting started

before direction attention to back table ]

Meeting with Group #1 (8-10 minutes) at the back

table with their counters and pencils. – worksheets
will be picked up from the corresponding folder on
the black divider. – Blue labeled folder

Group #2 will stay at their desk. – worksheets will

be picked up from the corresponding folder on the
black divider. – Green labeled folder

Group #3 will have access to clipboards (if needed)

and use the library space. – worksheets will be
picked up from the corresponding folder on the
black divider — Red labeled folder

Group #4 will have access to use their clipboards

 and sit on the front carpet. – worksheets will be
picked up from the corresponding folder on the
back divider – Yellow labeled folder.

Identifying and Supporting Academic Language (edTPA requirement)

Vocabulary:
● Distributive Property: A multiplication fact can be broken apart into the sum of two smaller
multiplication facts.
● Array: An arrangement of objects in rows and columns
● Multiplication/times (x): Repeated addition
● Product: The answer when two digits are multiplied
● Factors: The digits that are being multiplied.
● Skip counting: A method of counting up by specific digits
Mathematical Concepts:
● Multiplication Equation: ( __ x __ = __ )
● Distributive Property Equation: ( __ x ___) = ( __ x __ ) + ( __ x__ )
Language Demand:
Students will be able to orally express multiplication equations as reasoning for their products.
To do so, students will be prompted to answer the problems using mathematical vocabulary/words/terms.

Assessment to Monitor and Support Student Learning (edTPA requirement)

Informal Assessments:
➔ Red math spiral notes| White board Practice: Students will cut out and glue a half math sheet of notes
into their red spiral notebooks. When the teacher is modeling the Distributive Property as reading through
the step by step process indicated in their notes sheet for whole class instruction, we will then slowly lead
to white board practice. Students will use their notes to help them determine the product of large sums
through the Distributive Property. We will go through 3 questions as a class, starting simply focusing on
students gaining practice using two-colored counters and then slowly increasing the sums as the students
gain more confidence.
➔ Two-Colored Counters: To help build this skill and understanding of the Distributive Property, students
will be using two-colored counters to determine their products for larger sums. Students will begin by
working in a whole group at their desk using white boards and then they will transition into small group
work and independent practice all while having access to the two-colored counters. To assess, these
counters will provide easier feedback to the teacher of how well students are able to create arrays (a skill
they have been working on for the past few weeks) and break larger arrays down into smaller equations.
➔ Repetition | Step-by-Step process: As we are going through the whole class white board review, the
students will be prompted to repeat the steps of the Distributive Property as we flow through solving for
larger sums. As students are orally repeating the step, they will be physically moving/flipping their two
 colored counters on their desk.
➔ Distributive Property Exit Slip | Individualized Assessment: Students will complete an exit slip at the
last 5 minutes of the lesson. The exit slip will ask students to work through a multiplication problem
following and filling in the missing words of the Distributive Property to get their product. Students will
be able to use their two-colored counters to help them determine the missing blanks. The exit slip
provided will be differentiated for students in groups #1 (high math intervention needs) and #5 (MTSS
interventionist). Students who are unable to show an understanding of 75% and above of the Distributive
Property will be joining at the back table for the proceeding lesson on Distributive Property for
reteaching.

Monitoring:
➔ Red math spiral notes | White board Practice: Teacher will be leading students through practice
problems that work with the distributive property. While students are working and answering prompted
questions, the teacher will be taking note of students who are having more difficulty than others to grasp
the new content. With this information, students will be joining the teacher on the back table to work. *As
mentioned, the math small groups are not set groupings, therefore, during this time if students who scored
to be meeting third grade mathematical standards are having difficulting grasping the Distributive
Property, they will be lead to the back table with their peers for more personalized reteaching with the
teacher *
➔ Group/Partner work: The students will be in partnerships with a student who is also in their math group.
They will be stationed, by their groups, around the classroom. In their groups, they will continue working
through multiplication problems on a Distributive Property practice worksheet. Students will use their
counters to help them determine the missing blanks. As students are working, the educator will be
walking around to each group/pairing responding to questions, prompting further inquiry, clarifying
confusions, and checking their accuracy.