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Lesson Subject(s)/Title: Properties of Multiplication and the Relationships between Multiplication and Division.

Lesson Date(s): January 13^th 2024

Course & Grade(s): Grade 3

INSTRUCTIONAL MATERIALS:

PowerPoint

Grid Paper

Find someone with the same paper, same equation? - associative property.

mini cookies, 3x4 4x3

Convince me that for both

ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:

What is the commutative property?

What is the associative property?

PURPOSE:

The purpose of this lesson is to have students fully understand commutative and associative property and how to show the two. Students will be able to convince other students and the teacher on how certain problems fall into those two properties using their own examples and explanations.

SPECIFIC LEARNING OBJECTIVES: (clear, observable)

Students will be able to apply the relationship between division and multiplication to identify related facts.

Students will be able to write the division and multiplication expressions.

Students will show understanding of the counter relationship between multiplication and division.

STANDARDS:

Subject Area: CC.2.3. A.2 Understand the properties of multiplication and the relationship between multiplication and division.

Eligible Content:

M03.B-O.2.1.1 Apply the commutative property of multiplication (not identification or definition of the property).

M03.B-O.2.1.2 Apply the associative property of multiplication (not identification or definition of the property).

DIFFERENTIATION STRATEGIES:

Students can be paired with partners, during the cookie activity working together to solve equations.

When doing the walk around activity, if needed students can stay seated and others can come to them if possible.

If students cannot see the board for the PowerPoint, they can move closer, and a printout can be given to them.

ANTICIPATORY SET:

Cookie Grid. Students will complete a grid activity with chocolate chip cookies, to go along with the commutative property. This will show students what the commutative property is and how no matter the order you do you will still get the same answer.

INPUT/ ACQUIRE NEW KNOWLEDGE:

Students will know multiplication and the steps in completing multiplication problems. Students will know their multiplication facts and be able to answer problems correctly.

APPLY/ DEEPEN NEW KNOWLEDGE:

Students will be learning associative and communicative property and how to apply those to multiplication problems and show the difference between the two. Students will use graph paper to show that they can apply the associative property as well.

CLOSURE/ASSESSMENT:

Students will create an Associative and a Commutative Property equation and have another someone another classroom solve the equation the student created.

The students will then turn in the equation, solved and unsolved to the teacher so she can check for understanding.

HOMEWORK: (Purpose- Preparation, Practice, Expansion)

No Homework

EVALUATION/ASSESSMENT OF STUDENTS:

Students will be evaluated on the activities done in the classroom. With the first being the One-Inch cookie grid. Students will then demonstrate understanding by creating their own Associative and Communitive property equations.

INSTRUCTIONAL PROCEDURES:

Time: 30 min - 40 min

The teacher will: The teacher will begin the lesson by asking students what they know about the associative and communitive properties. The teacher will call on students and have them say what they know and write it on the board. The teacher will then start to go over the PowerPoint highlighting what the properties are. The teacher will then pass out the grid worksheet and cookies for the activity being done in class. The teacher will then explain all directions to students on what the activity will be. (Saying do not eat the cookies while preforming the activity) The teacher will show can example on the board of how we will show the properties on the grid paper. The teacher will write 4 on the top of the grid paper and 3 on the side and fill in 4 cookies on the top and 3 on the side, (showing 4x3) the teacher will then fill in the blank spaces and count up to 12 with students to show the answer. The teacher will then ask the students to show the problem 4x3 a different way on their graph paper. The teacher will walk around while students are filling in their graph with cookies. The teacher will then call on some students to share answers with the class on the way they came up with. The teacher will then display another multiplication problem on the board for the students to put on the grid paper. (2x3=3x2) (6x2=2x6) The teacher will then ask students to come up with one multiplication problem on their own that can be used for associative property and use the cookies and place them on their grid paper. The teacher will then go over commutative property one more time with students before beginning the next activity. The teacher will then ask the students a convince me that question, asking students to use both the commutative and associative property to convince that 4x5=5x4 The teacher will give each student time to work on their answer and explanation. The teacher will then call on students to come up to the board to write their answers and explain what they did. Lastly the teacher will transition into the final activity. The teacher will pass out a small piece of paper with associative property equations on it to each student. The teacher will then explain to students that they need to read the equation, and solve it then when prompted find another person the class with the matching equation (these equations will be written differently but will have the same answer) The teacher will give the students 5 minutes to complete this activity. The teacher will then ask each student to go and sit next to their pair. The teacher will then call on each pair so they can share their equations and why they matched with who they did. The teacher will open the floor to any questions or comments students have.

The students will: Students will answer questions along with asking questions. Students will show learning and understanding of what Associative and Communitive Properties are. Students will answer to the best knowledge and show what they know on board. Reassure students that all answers are okay whether right or wrong. Students will take notes along the way of added information they might not know. The students will receive grid worksheets and cookies for the activity. Students will complete this in class with teacher and teacher instructions. Students will listen to the teacher and instructions. Students will write down notes if needed (better understanding) if they want. Students will then ask questions if needed along the way for clarification. Students will copy what the teacher is writing on board and follow along. Students will write 4 on the top of the grid paper and 3 on the side and fill in 4 cookies on the top and 3 on the side, (showing 4x3). Students will then show answers and how they got them. Students will show the problem 4x3 and show their work to how they solved the problem. Students will ask the teacher questions as she is walking around the room. Students that are called will come up to the front and show and explain how and what they got for the answer. Students will write down and will put on the grid paper. (2x3=3x2) (6x2=2x6) Students will learn prior and future knowledge for the problem and question that they have written. Students will listen to communitive property as a refresher for their next activity. Students will work on convince me that 4x5=5x4. Students will work on this question given. Students will go up to the board, show, and explain how they got their answer. Students will listen. Students will receive a piece of paper with associative property on it. Students will then answer the questions on the paper that they were given. Students will read the equation and solve it then when prompted find another person the class with the matching equation (these equations will be written differently but will have the same answer). Students will have 5 minutes to complete the activity. Students will then go and sit next to their pair. Students will then come up when asked and share their equation. With this they will share why and who they matched up to, showing the class. Students will ask questions if needed