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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.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.
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:
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: 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: 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:
YOU DO:
Envision Workbook
Page 15. 1-8
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
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.
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: 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
Instructional
Practices/Format:
Assessment
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 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
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.
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.
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.
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?
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
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 =