Lesson plan
|Math Lesson: Number Properties |Grade Level: 4 |
|Lesson Summary: The teacher begins by leading a discussion about commonalities between addition and multiplication. Students work in pairs to deduce that the |
|associative and commutative properties apply to addition and multiplication, but not subtraction or division. The teacher then shows students how to define and |
|apply the distributive property. Students then answer multiple-choice questions for independent practice. Advanced learners will sort problems according to the |
|number property they display. Struggling learners make flashcards to help them learn the definitions of the different number properties. |
|Lesson Objectives: |
| |
|The students will know… |
|How to define the associative, commutative, and distributive properties. |
|How to use the associative, commutative, and distributive properties to find equivalent number sentences. |
| |
|The students will be able to… |
|Define the associative, commutative, and distributive properties. |
|Use the associative, commutative, and distributive properties to find equivalent number sentences. |
|Learning Styles Targeted: |
| |
| |
|Visual |
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|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: Ask students, “Do you know anything that addition and multiplication have in common?” Elicit responses from students, leading the discussion about |
|the two operations’ similarities. Don’t lead students in one direction or another; just assess what they already know. |
|Whole-Class Instruction |
|Materials Needed: Example Chart Paper* for teacher reference, 3 pieces of chart paper, writing utensils, scratch paper, 1 copy of the Independent Practice* per |
|student |
|Procedure: |
|Prior to the lesson, prepare 3 pieces of chart paper to look like the Example Chart Paper. |
| |
|Tell students they are going to learn about some special number properties as you post the piece of chart paper for the associative property. Explain to students |
|that the associative property states that in certain types of problems, the grouping of numbers does not matter and does not affect the answer. Put students in |
|pairs, and write all of the problems in the “Examples” and “Non-Examples” out of order on the board. Don’t include the ≠ symbol for the subtraction and division |
|problems. Ask students to work together to solve each of the problems, classifying the problems into problem in which the grouping does not matter and those in |
|which the grouping does matter. For the problems in which the grouping does matter, you may want to show students how to change the equal sign (=) into a not equal|
|(≠) sign to show that the two sides of the equation are not equal. If necessary, explain to students that the problems within the parenthesis should be solved |
|first. Walk around as students are working to make sure they are solving the problems correctly. When all pairs finish, discuss with students in which problems the|
|grouping matters (division and subtraction) and in which problems the grouping does matter (addition and multiplication). Ask students, “Which types of problems |
|display the associative property?” Elicit responses, leading students to see that the addition and multiplication problems show the associative property. Record |
|the definition of the associative property in the “states…” box. See the answer key, if necessary. |
| |
|Post the piece of chart paper for the commutative property. Repeat the exact same procedure as you did for the associative property. Allow students to discover |
|that the commutative property applies to addition and multiplication, but not subtraction or division. |
| |
|Post the piece of chart paper for the distributive property. Tell students the definition of the distributive property, and record it in the “states…” box. Write |
|the first problem from the “Examples” box on the answer key on the board. You may want to draw an arrow from the 2 to the 10 and to the 3 to show how the number is|
|distributed. Model for students how to solve either side of the equation to prove that both sides are equal. Repeat this for the remaining problems from the |
|“Examples” box. |
| |
|Give each student a copy of the Independent Practice, explain the directions, and allow students to work independently. |
|Advanced Learner |
|Materials Needed: 1 piece of construction paper per student, writing utensils, 1 copy of the Advanced Learner Independent Practice* per student, 1 pair of scissors|
|per student, 1 bottle of glue or glue stick per student |
|Procedure: |
| |
|Give each student a piece of construction paper, and have them divide it into three sections. Have students title each of the sections with one number |
|property—associative property, commutative property, and distributive property. Give each student a copy of the Advanced Learner Independent Practice, a pair of |
|scissors, and glue. Tell students that they should cut out the problems and sort them according to the number property shown on the card. Make sure students |
|understand that some cards demonstrate none of the number properties. These cards should be discarded. The other cards should be glued in the appropriate section |
|of the construction paper. |
|Struggling Learner |
|Materials Needed: 3 index cards per student, writing utensils |
|Procedure: |
| |
|Give each student 3 index cards. Have students write the name of each number property on the front of each card. Remind students what the associative property |
|states, and have students write the definition of it on the back of the index card labeled “associative property.” Remind students that it applies to addition and |
|multiplication only. You may want students to draw a large addition and multiplication symbol on the front of the card to remind them. Ask students to brainstorm |
|problems in which the grouping of numbers does not affect the answer. Elicit responses, correcting them as needed. Have students record a few of these problems on |
|the index card. Repeat this process for the commutative and distributive properties. Students should take the flashcards home to study. |
*see supplemental resources
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