Multiplication Properties including Associative, Commutative, Zero, Identity, and

Distributive
WEEK ONE
Date: 10/26/15

Date: 10/27/15

Date: 10/28/15

Date: 10/29/15

Date: 10/30/15

CCSS:. 4.OA1 and

4.OA2
Mathematical
Practice:
I can show my work
in many different
ways and I can use
what I know to solve
new problems
Essential
Understanding: Real
world problems
involving equal
groups being solved
through
multiplication.

CCSS:. 4.OA.1 and

4.OA.2
Mathematical
Practice:
I can show my work in
many different ways
and I can use what I
know to solve new
problems
Essential
Understanding:
Continuation of real
world problems
involving equal
groups being solved
through multiplication
and arrays.

CCSS: 4.OA.1

CCSS:.4.OA.1

Mathematical
Practice:
I can show my work in
many different ways
and I can use what I
know to solve new
problems
Essential
Understanding: Two
numbers can be
multiplied in any
order.

Mathematical
Practice:
I can show my work in
many different ways
and I can use what I
know to solve new
problems
Essential
Understanding: The
product of any
number multiplied by
zero is always zero.
The product of any
number and 1 is
always that number.

CCSS:. 4.OA.1 and

4.OA2
Mathematical
Practice:
Assessment

Daily Objective:
SWBAT recognize
repeated addition of
equal groups used in
arrays and
comparisons.

Daily Objective:
SWBAT recognize
repeated addition of
equal groups used in
arrays and
comparisons.3

Daily Objective:
SWBAT use
multiplication
properties to solve
problems.

Daily Objective:
SWBAT use
multiplication
properties to solve
problems.

Instructional
Practices/Format:

Instructional
Practices/Format:

Instructional
Practices/Format:

Instructional
Practices/Format:

Monday

Tuesday

Wednesday

Thursday

Friday

Essential
Understanding:
Students should fully
grasp multiplication
as repeated addition,
the idea of
multiplication in array
form and the
Multiplicative
properties.
Daily Objective:
Students should fully
grasp multiplication
as repeated addition,
the idea of
multiplication in array
form and the
Multiplicative
properties.
Instructional
Practices/Format:

Teacher
Directed/Large Group
Discussion

Number Talk/Whole
Group Discussion

Teacher
Directed/Large Group
Discussion

Teacher
Directed/Large Group
Discussion/Small
Group Discussion.

Review/Assessment

I DO: Today we will

use multiplication to
solve things that are
arranged in equal
rows.
Where do you see
things arranged in
rows or columns in
your everyday life?
These equal rows or
columns in
mathematical terms
are called Arrays.
-

I DO: Today we will

use repeated addition
to combine and
arrange equal groups
into arrays.
When I see 3x5 I like
to think of it as 3
groups of 5 and how
would I write that as
repeated addition?
(5x5x5)

I DO: Today we learn

about the
communitive property
of multiplication.
The communitive
property says that
two numbers can be
multiplied in any
order and the answer
is the same.
If I tell you the
starting 5 of the
Chicago Bulls in this
order and then I tell
you the starting 5 of
the Chicago Bulls in
this order, is it still the
same starting 5?
-

I DO: The zero

property of
multiplication says
that the product of
any number and zero
is always zero.
Call on students and
ask them the highest
number that they can
think of to which I will
multiply it by 0 to
show that the product
is always zero.
The identity property
of multiplication says
that the product of
any number and 1 is
always that number.
Call on students and
have them share
numbers to which I
will multiply them by
1 to show that the
product will always be
that number

I DO:

Possible
Misconceptions: Some
might be confused
with addition.

Possible
Misconceptions:
Students may write it
as 5 groups of 3.
Students may see it
backwards.

Possible
Misconceptions:

WE DO: Pose a
problem centered on
arrays. For example
Marci used blocks to
build a wall. Four
blocks wide and three
blocks high. How
many blocks did she
use total?
Now discuss results
both correct and
incorrect as a class
and discuss what
misconceptions and
correct answers
happened.
Now we introduce
the idea of
multiplication as
repeated addition by
pointing out that 4
blocks+4 blocks+ 4
blocks = 12 blocks.
So who can tell me
how they can change
this array and
addition problem into
a multiplication
problem?
-

WE DO: (MATH TALK)

Envision Math Book
Page 56 Problems 13
and 18.
Students take time to
do a turn and talk or
table partners and
solve problem. We
then come together
as a whole group to
discuss possible
answers.
Will repeat steps for
problem 18 as well
and then discuss
potential answers
both correct and
incorrect as a whole
group to try and
understand
misconceptions.

WE DO: If Mr.
Stewart gave you 10
chairs. Could you find
two ways to arrange
them in equal rows?
Allow 2 minutes to
turn and talk
Discuss both
possible answers on
Promethean board.
Explain that 2 rows
of 5 and 5 rows of 2
both are 10.

Possible
misconceptions:
Students may double
count and go both
four tall and four
wide.
Students may also go

Possible
Misconceptions: Will
be addressed in math
talks.

Possible
Misconceptions: 1 row
of 10 chairs. However
this could be turned
into a positive
discussion.

WE DO: Now were

going to make an
anchor chart for the
classroom. Students
will help create
definitions and
examples for each of
the properties of
multiplication.

WE DO: Pose a
problem centered on
multiplication as
repeated addition and
arrays. Ms. Kim
wants to plant a fresh
batch of Kale, she
wants to plant the
Kale in 3 rows of 5
plants. Draw what the
rows of Kale would
look like in an array.
Also write this
problem as repeated
addition and
multiplication
equations.
Pose three separate
problems to students
focusing on each
property of
multiplication.
What does 0x8
equal?
What does 355x1
equal?
Is 56x34 the same
as 34x56? Students
will be asked to
match each equation
to the property.
Questions:

four wide only once

leaving them with an
answer of 7 blocks.
YOU DO TOGETHER:
Students will be
passed out different
colored post-it notes
and will be asked to
create a 3x5 pumpkin
patch where the
pumpkins were
arranged in an array.

YOU DO:
Envision Workbook
Page 15. 1-8

YOU DO: Derrick

Rose is arranging his
15 trophies in equal
rows on his wall. He
says he can only
make 3 rows of 5
trophies. Can Rose
arrange them
differently?
Allow 5-7 minutes
and have different
students present
answers in front of
class.
Homework: Math
Workbook page 61.
27,29,31

YOU DO: Students will

be given a crossword
puzzle that has the
properties of
multiplication and
answers to equations
in word form as
potential solutions. If
their crossword puzzle
is not working then
they must realize they
are using the incorrect
property.

Assessment:

Assessment:

YOU DO:
Summative
Assessment on
repeated addition,
arrays and
multiplicative
properties.

YOU DO ALONE:
Homework:
Homework: Envision
Homework: None
How can I show
Math Workbook page
workbook Page 16.
5+5+5+5 as a
57. Numbers 1,3,7,8
Finish Page 60 and 61
multiplication
in Envision Math Book.
problem and an
array?
Differentiation:
ELL:
Emerging
- Some of my students need help staying on task and focusing during teacher instruction. I want to make sure that
these students are moved to the front of the room so that I can make sure that they are focused and on task.
This also goes fro some of my students that need to have visuals do to not being able to comprehend what I am
saying. I want to make sure that I am not only verbally giving directions but also having them on the board as
well.
Enrichment
- Some students zoom through math activities fast and fin themselves having nothing to do as the rest of the class
is working. I will want to make sure that I have extra handouts that provide more challenging questions to give to
these students when this problem arises.
Assessment:

Assessment:

Assessment:

Class
participation.
Post-it note
group work
Multiple answer
repeated
addition
problem.
(5+5+5+5)
Teaching Notes:
Vocab: Array and
repeated addition,
product.
Multiply
Rows and columns

Class
participation
(math talk)
Assignment
(independent
work)
Homework

Class
participation
Large Group
Derrick Rose
Trophy Problem
Homework

Class
participation
Anchor Chart
Crossword
Puzzle
Homework

Assessment

Teaching Notes:

Teaching Notes:

Teaching Notes:

Teaching Notes:

Materials: Envision
Books

Materials: Envision
Books

Materials: Property of
Multiplication Anchor
Chart. Crossword
puzzle.

Materials:
Assessment

Date: 11/2/15

Date: 11/3/15

Date: 11/4/15

Date: 11/5/15

Date: 11/6/15

CCSS:.4.OA.4

CCSS:.4.OA.4

CCSS:. 4.OA.4

CCSS:.

Mathematical
Practice:
I can use what I know
to solve new
problems and I can
solve problems
without giving up.
Essential
Understanding: Basic

Mathematical
Practice:
I can use what I know
to solve new problems
and I can solve
problems without
giving up.
Essential
Understanding: Basic

Mathematical
Practice:
I can use what I know
to solve new
problems and I can
solve problems
without giving up.
Essential
Understanding: Basic

CCSS:. 4.OA.1 and

4.OA.2
Mathematical
Practice:
I can use what I know
to solve new problems
and I can solve
problems without
giving up.
Essential
Understanding:

Materials: Different
colored post it notes.

WEEK TWO
Monday

Tuesday

Wednesday

Thursday

Friday

Mathematical
Practice:
Assessment

Essential
Understanding:

Multiplication facts
with 3 and 4 as
factors.

multiplication with 6,
7, 8 as factors.

multiplication with 10,

11 and 12

Information in a
problem can be shown
with a picture and
used to understand
and solve the
problem.

Daily Objective:
SWBAT use the
Distributive property
to simplify
multiplication
problems.

Daily Objective:
SWBAT use the
Distributive property
to simplify
multiplication
problems.

Daily Objective:
SWBAT use the
Distributive property
to simplify
multiplication
problems.

Instructional
Practices/Format:
Teacher
Directed/Large group
discussion/Partners

Instructional
Practices/Format:
Teacher
Directed/Large Group
Discussion/Partners

Instructional
Practices/Format:
Number Talk/Teacher
Directed/Partners

Daily Objective:
SWBAT draw pictures
to problem solve
multiplication
situations and use
pictures to write
number sentences.
Instructional
Practices/Format:
Teacher
Directed/Large Group
Discussion.

I DO: Today we will

learn about a
mathematical
property that involves
both multiplication
and addition.
Has anyone ever
taken something
apart and then put it
back together again?

I DO: Yesterday we
learned about the
distributive property
and how to use it for
both arrays and
equations and were
going to continue that
today but were going
to kick up the
intensity a little bit
and start using some
bigger numbers.
Mr. Stewart wants to
have a picnic for not
only you but all of
Carnegie but he wants

I DO: The past two

days we have talked
about the distributive
property and how it
helps us make
multiplication
problems a little
easier. We talked
about some smaller
numbers on Monday
and Tuesday but
were going to start
working with more 2
digit numbers today
and well start to
notice that when we

I DO: I think we all

can agree that this
week has taught us
that there are many
different ways to solve
multiplication
problems. Today Im
going to give you one
more way that you
can use to solve
multiplication
problems.
Can someone tell me
why would you draw a
picture to help you
solve a problem?

Students should fully

understand the ideas
of breaking up
numbers using the
distributive property
and using bar
diagrams to represent
multiplication
problems.
Daily Objective:
Assessment

Instructional
Practices/Format:
Assessment

I DO: Review weekly

objectives by running
through one
distributive property
example and one bar
diagram example.
-

to make sure that he

buys enough water for
everyone to drink.
Lets say that 150
people come. Mr.
Stewart wants to buy
8 packs of 12 waters.
Lets find out if thats
enough.
I will now model 8x12
in the distributive
property for the
students on
Promethean Board.

work with these

bigger numbers,
patterns start to show
up in our problems
and our answers.
So weve talked
about patterns in all
of our different
subjects but who can
tell me when they
might have used
patterns in math and
it doesnt have to be
in 4th grade you can
think back to 3rd or
even earlier?
We will then model
multiplication
patterns of 10, 11 and
12 on the board for
students.
What do we notice in
all of our answers?
So we notice that
when we do 6x10,
6x11 and 6x12 we are
adding 6 to the
answer each time we
increase the number
that we are
multiplying 6 by. Now
if we think back to
last week and
remember the idea of
multiplication as
repeated addition we
can see that reappear
in these problems,

Here we would ask for

examples.
Jaylyn has two dogs.
His beagle weighs 12
pounds and his lab
weighs 5 times as
much. How much
does his lab weigh?
Lets see if we cant
use a picture to help
us solve this
problem.
We know that
Jaylyns beagle weighs
12 pounds, we need
to find how much his
lab weighs. So what
do we know?
Here we will draw a
bar diagram to
represent our
problem. It will have 5
squares with 12 lbs.
denoted in each
square. We will also
make sure to model to
students that bar
diagrams can also be
used as repeated
addition.
So here we can see
that Jaylyns lab
weighs 60 lbs. and we
can also see how we
can use a picture
which in this case is
called a bar diagram,
to help us solve

cant we?
Possible
Misconceptions:
Students may
possibly try to break
apart both numbers
and not be able to
distribute, example:
3x4= (1+2)(2+2).
Students may also
forget that when they
break up a number,
the sum of the two
new numbers needs
to add up to the
original number.

Possible
Misconceptions:
Students may also
forget that when
distributing, what we
do to one number, we
have to do to the
other. As a result of
this misconception,
students may
distribute to one
number and not the
other.

Possible
Misconceptions:

WE DO: I know some

of you might work at
the bike shop or know
someone who works
at the bike shop. This
is a problem they
might run into.
Lets say someone
comes in with a truck
of bicycles that have
training wheels on
them. First of all how
many wheels do bikes
that have training
wheels on them have
total?
So lets say that the
person drops off 10
Red bikes that have
training wheels and 2

WE DO:
I will write 8 x
( + ) on the board.
What are some
different ways we can
use the distributive
property to break up
our 12 and solve this
problem?
Possible answers may
include 6+6, 9+3,
5+7.
If we use 6+6 to
solve this problem,
what is the next step
to solving.
Students will then
help me go through
the steps of the
distributive property

WE DO: How can we

use the multiples of
another equation like
7x10 to figure out a
different equation like
7x12?
Students should reply
that if we know that
7x10 is 70 that as the
10 changes to 12 they
should add 7 two
more times because
of the patterns we
just modeled for them
and the idea of
repeated addition as
multiplication.
We can then go on to
use other examples
like 6x11 and 8x12 to

multiplication
problems.
Possible
Possible
Misconceptions:
Misconceptions:
Students may think
that they dont have
to count every square.
Students may think
that the first square
shouldnt be counted
as it represents the
first dog or number.

WE DO: Now that I

WE DO:
have modeled how to
use a bar diagram to
solve multiplication
problems for you, we
will create a bar
diagram together. Let
us suppose that
Gianna has two dogs.
Her Chihuahua weighs
6 pounds and her pitt
bull weighs 8 times as
much. How much
does her pit bull
weigh? First of all,
what do we know?
What do we need to
find out? Can
someone tell me how I
can set up my bar

blue bikes that have

training wheels. How
many wheels do we
have total? I want you
to work with your
group members for
the next 5 minutes to
try and come up with
an answers.
When students are
done call on each
group to present their
answer and ask them
to show how they
came to that solution
at the board.
After this model the
distributive property
by showing that we
can break apart the
problem to make it
10x4 and then 4x2
and then add those
two answers to get
our final answer.
You can see that
what we can break up
12x4 into these two
different and smaller
equations and we can
also do this with the
arrays that we talked
about last week as
well. This strategy is
called the distributive
property. Does
anybody have any
ideas about how we

first distributing to the

first number and
finding its sum and
then distributing to
the next number and
finding its sum.
So now I have 8 x 6
= 48 and another 8 x
6 = 48. What do I do
now?
Students will then tell
me that I have to add
these numbers
together to equal 96.
So we distributed
using 10 and 2 and
now using 6 and 6.
Which process was
easier?
Breaking numbers
apart using the
distributive property is
all about making math
easier! However,
breaking down these
numbers is up to you.
If you find it easier to
break it down into 10
and 2 or 6 and 6,
which is okay. This
means that there is
more than one way to
solve problems using
the distributive
property.

further drive home

the point of patterns
and draw on their
background
knowledge of
repeated addition and
the distributive
property.
We will discuss and
analyze these
problems as a whole
class on the
promethean board.

diagram?
I will draw the bar
diagram on the
promethean board as
described by my
students. If a student
gives me the wrong
directions, we will
work out why our bar
diagram does not
represent the
problem.

could do that? Here

we would model to
students breaking up
12x4 into the 10x4
and 4x2 arrays as
well.
Questions:

Questions:
YOU DO: I now would YOU DO: Im now
like you to pair up
going to give each
with someone at your group a Math Talk
table to solve this
problem that youre
problem. The same
going to work on as a
man that dropped of
table and present to
the bikes earlier has
the class tomorrow
decided to come back when we first start
with 11 trikes. I want
math. I want you to
to know how many
think of two separate
total wheels are on
ways in which you can
those trikes. Try using use the distributive
the distributive
property to solve this
property that we just
equation. So think
worked on to break
back to what we just
apart 11x3 using both did today and
numbers and arrays.
yesterday to plan out
Theres a number of
how youll solve the
different ways to
problems and be
break this equation
ready to show them to
apart.
the class.
1. 6x11
2. 4x12
3. 8x14
Homework: 1-20 in
Homework: Math
Envision Text Book
Envison Workbook 3-5
pg. 19
Differentiation:

Questions:
YOU DO: We will begin
this portion by going
over the Math Talks
that we assigned to
the groups yesterday.
We will then assign pg
20 out of their Black
Envison Math
Workbooks for the
remainder of class.

Questions:
YOU DO:
Now that we have
worked through a
multiplication problem
using a bar diagram
together, you will not
work on one
individually
Students will be given
the problem from
their textbook (pg 68
number 4) Students
will have to solve it
using a bar diagram.

Homework: Finish
Math Envision
workbook page. Black
Math Textbook 1-26

Homework: Envision
Workbook pg 21
problems 1-6.

Questions:
YOU DO:
Assessment

ELL:
Emerging
- Some of my students need help staying on task and focusing during teacher instruction. I want to make sure that
these students are moved to the front of the room so that I can make sure that they are focused and on task.
This also goes fro some of my students that need to have visuals do to not being able to comprehend what I am
saying. I want to make sure that I am not only verbally giving directions but also having them on the board as
well.
Enrichment
- Some students zoom through math activities fast and fin themselves having nothing to do as the rest of the class
is working. I will want to make sure that I have extra handouts that provide more challenging questions to give to
these students when this problem arises.
o
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Class
Class
Class
Class
Envision
participation
participation
participation
participation
Assessment.
(math talk)
(math talk)
(math talk)
Partner work.

Assignment

Assignment

Assignment
Homework
(independent
(independent
(independent
work)
work)
work)
Group work with
Homework
Group work with
the teacher
the teacher
Homework
Homework
Teaching Notes:
Teaching Notes:
Teaching Notes:
Teaching Notes:
Teaching Notes:
Vocab: Distributive
property
Materials: Envision
textbook.

Materials: Envision
textbook.

Materials: Envision
textbook.

Formative Assessment (And Summative Assessments)

Part 1: 2 Formative Assessment ideas

1: Presenting students with open questions and task. This is where math talks will come in to pay. Beginning a lesson
with a math talk will allow students to gain insight as to what will be learned and strategies to use.
2: Examining student work: Exit slips asking students to show that they understand what was taught.
Part 2:
I will track my students growth based on the exit slips after each day. Students will place their exit slips into one of
three folders: Got it, Kind of got it, and Dont got it. After the first day, I can get a feel as to where all my
students are starting out at. I can then form groups based on this information. With my groups made, I can track each
groups growth throughout the lesson. I want all my students to show evidence of growth and eventually attainment.
For example, I want students in the upper tier to continue to place exit slips in the got it group which shows
attainment. I want to see my students in my following two levels to show growth by having exit slips move up to the
kind of get it and eventually the got it.
Part 3: My summative assessment will be assessing learning of using multiplication of whole numbers to solve word
problems, how operations are related to one another, and that word problems contain information that be represented
with a picture or equation. Basically my summative assessment will asses the learning of my big ideas. My formative
assessments (math talks and exit slips) will always come from one of the three big ideas mentioned. My formative
assessments understanding of the big ideas and learning objectives each and every day.
Week 1 Assessment
1. Which has the same value as 4 x 3?
A. 4 + 3

B. 3 + 3 + 3

C. 4 + 4 + 4

D. 4 + 4 + 4 + 4

2. There were five students. Each student had 1 locker. How many lockers were there total?
A. 4

B. 5

C. 6

D. 10

3. Trevon wanted to plant some pumpkins. He decided to arrange them in this way. Notice he arranges
these pumpkins in equal rows. What is this process called?

4. Using the same picture. Which equation represents this arrangement?

A. 3 X 6 = 18

B. 3 + 6 = 9

C. 18 6 = 12

D. 6 X 6 = 36

5. What is five hundred million three hundred thousand five hundred fifty-five times zero?
A. Five hundred million three hundred thousand five hundred fifty-five
B. 500,300,555
C. Zero
D. One
6. Write 6 x 4 as repeated addition and create an array.
Fill in the chart with the missing property or an example
Property
Zero Property of Multiplication

Example
3 x 5 = 15, 5 x 3 = 15

Identity Property of Multiplication

5,434,345 x 0 = 0
Commutative Property of
Multiplication
312 x 1 = 312
Week 2 Assessment
Fill in the blank
1. 12 x 5 = ( 10 x 5) + ( __ x 5 ) =
2. 8 x 11 = ( 8 x __ ) + ( 8 x 1 ) =
Use Distributive Property to break apart and find each product.
5. 12 x 8 =
6. 4 x 6 =

7. 12 x 10 =
3. 10 x 4 = ( 10 x 2 ) + ( __ x 2 ) =
4. 11 x 11 = ( 11 x 10 ) + ( 11 x __ ) =
8. 7 x 10 =
9. 13 x 3 =
10. 2 x 14 =