Sequences 6-8 Lesson Plan

Lesson Plan for Mathematics

Lesson Title: Topic 3 | Distributive Property Day Number: 2

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 express their understanding of the distributive property by sketching arrays
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 define 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 breaking students off into
their math groups/partner pairs, the educator will ask if they have any clarifying questions. With students
working with their math group peers, they will be able to support each other and provide help and 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 students are able to understand the math concept, they will be able to get into partnerships
and continue working in pairs to complete their work. For all students, we will clearly re-illiterate 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 a given math groups/partner pairs at 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 the
previous day the student used two-colored counters as a concrete manipulator to get them used to working with
the Distributive Property. Continuing with their level of comfortability, the student will still have access to two-
colored counters. These counters will allow these students 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, with the differentiated worksheet, as modified from her IEP accommodations, 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 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. On the first day, we focused on the students using
concrete two-color counters to help them work through the Distributive Property. For the second day, students
will still have access to two-color counters, however if some of the students feel they are ready to continue the
Distributive Property without the use of two-color counters, they will be able to do so. Counters the purpose to
enrich student’s learning and help them visualize the step by step process when solving mathematical equations.
This classroom is filled with many diverse learners and backgrounds that some students will need the continuous
concrete support while others are easily able to learn new concepts abstractly or with pictures. On this second
day, students in groups 2, 3, and 4 will have the choice to use counters to support them or to continue their work
without. Group 1, recognized as needing high levels of math intervention will still be using the counters at the
back table and for their partnership work. By introducing counters to all students on the first day, we created 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.

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 review worksheet (English) | D.P Review wkst (Ukrainian)
○ Differentiated Distributive Property review worksheet (English) | Diff. D.O Review Wkst.
(Ukrainan)
○ Distributive Property review exit slip (English) | D.P. Review Exit slip (Ukrainian)
○ Distributive Property Assessment rubric
○ Differentiated Distributive Property exit slip (English) | Diff. D.P. exit slip (Ukrainian)
○ Distributive Property homework EnVisions workbook pgs. 113-114
○ Distributive Property Powerpoint Review (English) | D.P. pp review (Ukrainian)
○ Clipboards
○ Two-colored Counters (Printable)
○ Chromebooks
● Resources:
○ EnVisionsMath 2.0 Textbook | Grade 3 | Teacher’s Edition (pg. 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)
○ Website interactive two-counter
● Stationary:
 ○ Pencils
○ Dry erase markers
○ White board erasers
○ Highlighters
● Instructional Groupings/Strategies:
○ Small Math Groups /Partnerships (#1-4)
○ Whole class instruction
○ White board review
○ Technological Support: projector for visuals/supplemental Powerpoint
○ 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

Stand up, hand up, & pair up Activity (5-7 minutes): Students will be prompted to recall any and
everything they know about the Distributive Property in partners. In this activity that will be modeled
by the teacher before beginning, the students will stand up, push in their chairs and be directed to walk
around the classroom with their hands up (20 seconds) until they hear a sound indicating them to stop,
high-five the nearest peer (students will only have 1 partner unless there is an odd number of students),
and begin discussing for about 1-2 minutes.

When students hear the ringing sound again, they will remain standing with their partner and the teacher
will call on 3-4 pairs to share what they talked about.

Procedures (edTPA requirement)

Teacher Actions Student Actions

WE DO | Hook (5-7 minutes): WE DO | HOOK:

[ Introduce and explain the hook activity/ model

using a student to the others then give students
time - walk around the classroom ]

We are going to be trying something new for today.

We are going to be doing something called ‘Stand [Listen to the directions and participate in the
up, hand up, pair up’. In this activity, you are going activity | 3-4 partnerships will be sharing ]
to be in partnerships of 2 people and I am going to
give you something to discuss… continue
explaining and modeling for students.

I DO (5 minutes): I DO:

[Hook| go through 4 partnerships to share out to

the class – call on partnership of a low, middle, [Participate in the hook activity and answer the
and high student(s)] questions that are given to you – students will
share some questions in partnerships first before
1. What math skill did we start learning in with the whole class]
math yesterday? Distributive Property.
[Student read the “I Can” statement outloud]
2. Raising your hand, tell me everything you
remember/learn from the distributive
property. Review of hook activity

3. What is the Distributive Property? What

does it help us figure out? Review of hook
activity

4. What are the steps we took to determine the

products of large factors? Mention
through slow guidance the steps of the
distributive property – allow students
time to think and fill in the blanks – write
them on the front white board in number
order.
Today, we are going to continue working through
the Distributive Property and gaining more
confidence through more practice worksheets. We
are going to….Read off and explain lesson
objectives.

So that ways by the end of this lesson you can

promptly say…Call on students to read through
the I can statement and explain it.

WE DO (10-15 minutes): WE DO:

[ Direct students to take out their math spirals to
their Distributive Property Note sheet, gather
their white boards, dry erasers, and dry erase
markers on their desk when they are done they
will need to put their hands on top of their head]
[ Participate and answer the questions when
prompted]
[ Take out red math spirals, white boards, dry
erasers, and dry erase markers]

— when students are ready to pass out their [ Have hand on head to be given two-colored
two-colored counters — Reiterate how to treat counters]
two-colored counters as the previous day.

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 review powerpoint about
the Distributive Property]
 [ Project review powerpoint on the board – go
through the problems…if students begin to
reflect them knowing it, then there is no need to
do all problems. ]
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. How can I check my answer?
Do it.

YOU DO (30 - 35 minutes): YOU DO:

[Project Must do’s and May do’s on the board

for students to refer to as they are working in
their 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. You will all have access to counters to
use if you need them. When you get done, turn your
sheet into your group color/number slot on the
[Actively working in their small groups around the
black rack. Do not put it back into the folder.
classroom at a voice level of one (1) – student will
follow their ‘Must Do’s & May Do’s”]
[ Set timer, ensure all students are getting
started before direction attention to back table ]
[Listen for their group colors/numbers to be called
for teacher small group instruction at the back
Meeting with Group #1 (8-10 minutes) at the
table]
 back table with their counters and pencils. –
worksheets will be picked up from the
corresponding folder on the black divider. –
Blue labeled folder

Meeting with Group #2 (8-10 minutes) will stay

at their desk. – worksheets will be picked up
from the corresponding folder on the black
divider. – Green labeled folder

Meeting with Group #3 (8-10 minutes) 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

Meeting with Group #4 (8-10 minutes) 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:
➔ Powerpoint | White board Practice: Students will engage in a white board review that lists a few
Distributive Property practice problems. Students will be able to use their Distributive Property notes for
reference as we work through the problems during whole class instruction. As indicated, the Distributive
Property was broken down into a step by step process for the students to follow as they are using their
counters and filling in the missing information. The students will use their notes and counters to help
them determine the product of large sums. We will go through 2 (3 if needed) problems as a class,
reviewing the steps before students will be directed to do 2 problems on their own. The accuracy of this
answers will be noted for when students are in their small groups and would need more supplemental
support.
➔ 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 Homework|Individualized Assessment: Students will complete a Distributive
Property homework assignment. Students won’t be able to take home their two-colored counters, but
they will have access to a sheet of two-colored counters that they can cut out and use at home for
support. The homework provided is from their EnVisions student workbook. They will tear these pages
out and put them in their take home folders. The following day, students will turn in their completed
homework into their number slots for homework grade of 5 pts. Homework is going to be determined on
accuracy and completion. They will help determine the next day's math groupings and need a whole class
review.
➔ 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:
➔ Powerpoint review w/ whiteboards: The 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 * While students are working and answering the multiplication questions, the
educator will go into detail on the problems that reflect low scores on the front white board.
➔ 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.