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Math Lesson

Learning Objective (target):


I can create and use models to complete equations demonstrating the
distributive property.
Standards:
MA.1.2.3.2 Create and solve word problems based on addition, subtraction,
multiplication, and division.
MA.1.2.3.3 Demonstrate the concept of multiplication and division using multiple
models.
MA.1.2.3.4 Demonstrate fluency of multiplication and division facts through 10.
3.MD.7 Relate area to the operations of multiplication and addition.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of
operations.
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. For example, describe a context
in which a total number of objects can be expressed as 5 x 7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8
as the number of objects in each share when 56 objects are partitioned equally
into 8 shares, or as a number of shares when 56 objects are partitioned into
equal shares of 8 objects each. For example, describe a context in which a
number of shares or a number of groups can be expressed as 56 8.
3.OA.3 Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities, e.g., by
using drawings and equations with a symbol for the unknown number to
represent the problem.
Bellwork/Math Review:
Bellwork

Fluency multiplication drills of 2 and 3

Vocabulary:
Model
Parts
Groups
Product
Multiply
Equation
Distributive property
Conceptua: Unit 2, Topic 3, Lesson 2 (3.2-3-2)
Opening: SW will use manipulative to create models as an introduction to the
distributive property.
Concept Development:
SW begin with the guided lesson. TW circulate and engage with students during
the guided lesson. Sample Question: "How can you split a number into two parts
to solve for the product of facts with factors of 7, 8, and 9? What is the best
strategy to use to solve this problem? What does this equation mean? How can
you use the model to explain your equation?"
Independent Practice:
SW log in for the Guided Lesson for Lesson 2
Closing/Assessment:
SW be ask to evaluate two proposed strategies and chose the best one. Then
SW chose the best strategy through a poll and classroom discussion. SW use
the best strategy to create the model and complete the equation.
SW complete a Skills Check at the end of the Guided Lesson.
Skills Check Scoring Guide:
5-6 = Pass/Ready to advance
0-4 = Required remediation
Materials:
Computers (27)
Bellwork/Fact Fluency (27)
Math Daily 3:
Small Groups:
1. SW complete Math by Myself: Conceptua Math Lesson and when finished go
on MobyMax
2. TW work with a small group of students for extra support (perimeter,
regrouping, division, and distributive property)
3. Writing Station: SW complete a journal entry in their notebooks as a closure

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