Teacher Candidate: Nicole Salamone College Supervisor: Dr.

Kilbride
Content Area: Math Cooperating Teacher: Mrs. Caitlin Pugliese
Grade: 4 Lesson#: 2 Topic: Distribution Property of Multiplication Date: 10/16/17
School District: North Bellmore School: Newbridge Road Elementary School

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

Following a review on the properties of mathematics, students will apply place value and
the distributive property of multiplication by solving the “solve and share” problem in a
think-pair-share format. As a class, students will share and explain how they solved the
“solve and share” problem. Then, students will watch an interactive video that explains
the use of place value and the distributive property when multiplying larger numbers.
The students will use this strategy to solve a couple of guided practice problems as a
class and in small groups scoring at least a two out of three on a teacher-designed
checklist.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Mathematics 4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
 Indicator: This will be evident when the students are working on multiplication
problems as a class, partnerships and during the small group work.
CCSS. ELA-LITERACY. SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
 Indicator: This will be evident when the students are engaged in discussion with
the teacher, in partnerships and in small groups.
CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
 Indicator: This will be evident when the teacher presents the information on the
SMART Board, the students’ workbooks and through the activities during the
small group instruction.

INSTRUCTIONAL RESOURCES

 EnVisions math workbooks

 SMART Board
 Worksheets
 Reading mats
 Whiteboards
 Dry erase markers
 Post it notes
 Pens/pencils
 MOTIVATION (Engaging the learner(s)*)

 As a class, students will match the correct example to the correct property of
mathematics on SMART Notebook.

DEVELOPMENTAL PROCEDURES

 As a class, we will review the properties. (What are the properties? Which
expression is an example of the associative property of addition? Which
expression is an example of the associative property of multiplication? Which
expression is an example of the commutative property of multiplication and
addition? Which expression is an example of the identity property of addition and
multiplication? What does distributive mean? We will be focusing on the
distributive property today, but what do you think the distributive property
means?)
 In a think pair share format, students will discuss the “solve and share” problem.
(Are these equations equal? Explain. Turn and talk to your partner and solve the
problem in any strategy you choose.)
 As a class, students will share and discuss how they solved the “solve and
share” problem. (What is the letter n called? Can I have a volunteer to talk us
through this problem step-by-step? What is ten take away four? What is eight
times six? What is eight times ten? What is eight times four? What is eighty take
away thirty-two? Do we get the same answer in the first equation as the second
equation? Does it matter which way you solve the problem? Explain. In a word
problem, what do we have to include in our answer?)
 Students will watch a video explaining the use of place value and the distributive
property to solve multiplication problems. (What are the dimensions of the new
section of the biking trail? How can you find the area of the new section? What is
the formula for area? Which is an example of a numerical expression? How is
the number 1,842 broken up?)
 Students will solve a couple of multiplication problems through guided practice.
(What is breaking a part? What is the place value of the three in three hundred
and eight? What is the value of the three? What is the place value of the eight?
What is the value of the eight? What does distributive mean? What basic fact do
you notice in two times three hundred? What was the trick that we learned in the
first lesson in this topic with multiplying by the multiples of 10,100, and 1,000?
How many zeroes do I add to the six? What is two times eight? What is six
hundred plus sixteen?)
 Students will work on distributive property problems in small groups with either
the teacher or independently. (What is compensation? What do we notice in the
associative property of multiplication? What do we notice in the distributive
property? Does it matter which order you place the numbers in the commutative
property of multiplication? Why? What are partial products? What is a numerical
expression? What is the difference between a numerical expression and an
equation? Which problems are numerical expressions? How do I break apart six
hundred and thirteen? Use place value to help you.)
 To conclude the lesson, as a class, we will discuss and share what we have
learned from the lesson. (How did you grow as a mathematician today? What
new strategy did you learn? Explain. What new math word did you learn? Explain
in your own words. What challenge did you face today during math workshop?
 How do you feel about the challenge? Did you make a mistake during math
workshop? What did you learn from that mistake?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
 Indicator: The teacher will review the properties of multiplication in a matching
activity on SMART Notebook. The teacher will introduce the new strategy for
today’s lesson. The teacher will ask questions throughout the video and will work
on a couple of guided practice problems.
Mixed Ability Partnerships
 Indicator: Students will be assigned to a partner based on mixed ability to discuss
and solve the “solve and share” problem.
Small Group Instruction
 Indicator: Students will be placed in small groups based on ability and will work
on the strategy of today’s lesson and reinforce fluency of past topics. Small group
instruction allows the teacher to see the progress of each student and to decide
whether to reteach or enrich the topic.

ADAPTATIONS (Exceptionality*)

 For the learner who has a learning disability, the learner will be provided with
vocabulary cards of the properties of multiplication. The learner will work with the
teacher on a re-teach worksheet.
 For the learner who is easily distracted, the learner will be seated near or close to
the teacher in order to keep the learner focused.

DIFFERENTIATION OF INSTRUCTION

The teacher realizes not all students learn the same way. The class will be separated by
perceptual preferences.
 The students who are kinesthetic learners will be rotating group to group.
 The students who are tactile learners will be engaged in a game that
incorporates dice during math workshop.
 The students who are visual learners will listen to the video and view the SMART
Notebook presentation. Also, all directions will be displayed in the students’
workbooks, worksheets or on printed worksheets displayed on their worktable.
 The students who are auditory learners will listen to the teacher explain the
strategy and listen to the video during direct instruction, partnerships and small
groups.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

 The teacher will informally assess the students based on their responses in the
class discussion, small group discussions and in their partnerships.
 The teacher will formally assess the students based on their small group
interactions and the worksheets that they complete in the small groups.
 INDEPENDENT PRACTICE

 Students will complete pages # 111 to 112 numbers 1-12.

FOLLOW- UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

DIRECT INTERVENTION:
 For the students who do not meet the objective, the students will work with the
teacher to review new vocabulary in the topic and review basic multiplication
facts.

ACADEMIC ENRICHMENT:
 For the students who do meet the objective, the students will participate in a
distributive property matching game.
 REFERENCES

Berry III, Champagne, Charles, Fennell, Milou, Schielack, Wray, et al. (2017). The

Distributive Property. EnVision math 2.0 (pp. 107-112). United States of America:

Pearson.

Classroom Compulsion (2012) Free I Have, Who Has Multiplication Review Game.

Retrieved from https://www.teacherspayteachers.com/Product/FREE-I-Have-

Who-Has-Multiplication-Review-Game-232694

Wallden, Krista (n.d.), Distributive Property Matching Game. Retrieved from

https://www.teacherspayteachers.com/Product/Distributive-Property-Matching-

Game-517714