Teacher Education Lesson Plan

Teacher Candidate __Dominique Wooders___ Date and Time of Lesson _10/9/12 9:00_ School _Mathews Elementary ___ Subject/Grade Level __Math/ 5th__ Description of Lesson: Students will be introduces to the properties of multiplication and will focus on identifying the Commutative Property. Students will also create examples, and understand
the equivalent relationships. Activity: Create Flip Book Containing all of the Properties(This Lesson Commutative), including definition and examples.

Lesson Title: Multiplication Properties: (Primary Focus Commutative Property) Curriculum Standards Addressed: National Common Core(s): Math Operations and Algebraic Thinking 5.OA: Commutative Property,
Operations and Algebraic Thinking 5.OA.1: Write and interpret numerical expressions Operations and Algebraic Thinking 5.OA.2: Analyze patterns and relationships

SC Curriculum Standard(s): 5-3: The student will demonstrate through the mathematical processes an
understanding of the use of patterns, relations, functions, models, structures, and algebraic symbols to represent quantitative relationships and will analyze change in various contexts.

SC Academic Indicator(s): 5-3.4: Identify applications of commutative, associative, and distributive

properties with whole numbers

Cross Curricular Connections: Language Arts: students will need to understand the vocabulary in order to identify properties correctly. Instructional Objective(s) Criteria: Assessment(s) of the Objectives:
Pre: I will put problem on the board and have them solve it. (Classroom A has 3 rows of 6 desks. Classroom B has 6 rows of 3 desks. Do both classrooms have the same number of desk?) I will walk around and do an informal assessment. Post- Students will be given a mixture of 3problems and will need to identify which one is using Commutative Property, and explain how they know. I will take that on up and see how many students answered correctly.

TSWBAT: explain the commutative property. They will also identify the commutative property when given examples mixed in with other properties of multiplication. Students will analyze and interpret the Commutative Property by communicating different strategies with the class.

Students should perform at least 90% on the Post assessment.

Materials/Resources:
Pencil Paper Math Text Book

Math notebook Smart board Dry erase boards/ markers (extra help) Construction paper Scissors Tape/ glue

Prerequisites (Prior Knowledge):

A. Social: Students must be able to work individually, and be able to share their thinking with their classmates. B. Cognitive: Students must have an understanding of multiplication and how to write expressions mathematically. C. Physical: Students must be able to sit at their own desks and work without disturbing others D. Emotional: Students must be able to accept that sometimes they will not get the right answer and accept help from peers and teacher.

References: From the Mind of Dominique Wooders and Flip book idea from Mrs. Lewis Procedures:
1. Students will return form special activity and be instructed to get out their math books, math note books, and some loose leaf paper. While they are getting their books and materials out, I will put a problem on the board and ask them to solve and explain their answer on their paper. Real World Connection: Classroom Desk Problem: Mrs. Barrs classroom has 3 rows of 6 desks. McKees Classroom has 6 rows of 3 desks. Do both classrooms have the same number of desks? (NCTM 1,4) 2. While they are working I will be doing an informal assessment of their progress with the problem to see if they have a general concept of what is being asked. a. This will assist me with leading into the introduction of the Commutative Property 3. The way I plan to introduce the Commutative Property is to first; get a few students to share what they came up with and how they came to that conclusion. (NCTM 2,3) a. This will be sort of a Math Talk; I want to evaluate how they are thinking. Pictures, algorithms, etc. (NCTM 1,5) 4. Then I will write the problem as an expression (3x6=6x3) and ask them to look at it the problem this way. I will ask is this the same answer on both sides. They will respond yes or no. if the answer is yes (hopefully it is) then I will pose the question even if the numbers or switched around? this will drive my point of the definition of the Commutative Property: the order of the number can be changed, but the product stays the same. (NCTM 1,3) a. Then another example: (2x5=5x2). Then ask again, Do these have the same answer? By this time I hope they have grasped the concept. 5. I will conduct a live demonstration using some of the students to show commutative property. (NCTM 1,3,5) a. 2 boys and 1 girl on one side ; and one girl and 2 boys on the other This will let them see that the number of people doesnt change just the order they are placed in. 6. I will then have them turn in their book to page 58, and ask them to look at numbers 1 and 2 and identify which one is the commutative property. (NCTM 1) 1. 65x1=65 2. 45x6=6x45 Which one is the commutative property? 7. Now I will let them get a little hands on. We will create a flip book. It will be folded in half (hot dog fold) and the top flap will be cut into four sections (three cuts). The first flap will be labeled Commutative. On the backside of the flap will be the definition and under the flap on the back

page will be an example. The flip book will contain Associative, Identity, and Zero once they are introduced. The flip book will serve as a quick reference and will be glued or taped into their Math notebook. 8. The last thing will be my post assessment. They will be given 3 problems to write down on loose leaf paper and will have to identify the commutative property. This will be turned in to me so I can evaluate. (NCTM 1) 1. 76x1=76 2. 0x563=0 3. 24x32=32x24 Which one is Commutative Property 9. Students will continue to work on the Properties of Multiplication throughout the week with their teacher, Mrs. Lewis, she will introduce them to the other 4 Properties (Associative, Identity, Zero, and Distributive).

Accommodations: Students needing extra help will meet at the guided reading table and we will use the white boards to write out problems and use pictures to practice understanding the concept of Same answer, different order. Students who finish early will continue to work on their flip book and if they finish that then I will assign extra practice from their math book. Page 58 #8-19, they must identify and write out which problems are commutative. (There are 3 Commutative Properties on this page) This page will be used throughout the week when a new property is introduced. The mixture of problems on the page will assist with identifying the Properties.