Lesson Title: Flip Flop Commutative Property By: Kara Martz Grade Level: Second Grade Assessment: The

teacher will collect the Flip Flop Fact worksheet at the end of the lesson to ensure that they understand the commutative property of addition. Alignment with the Standards: - PDE SAS: 2.8.2.A: Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties. 2.8.2.B: Use concrete objects and trial and error to solve number sentences (equations and inequalities). - Common Core: CC.2.2.2.A.1: Represent and solve problems involving addition and subtraction within 100. CC.2.2.2.A.2: Use mental strategies to add and subtract within 20. CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade level text including multiple-meaning words. CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases. Vocabulary: Addends Sum Commutative property of addition Objectives: - The students will be able to follow along with The Flip Flop Song - Students will be able to switch the addends of a number sentence on the flip flop facts worksheet to demonstrate the commutative property of addition. Essential Question: What is the commutative property of addition and how can we change number sentences to demonstrate it? Duration: 15 minutes Materials: - Copies of the Flip Flop Song for each student, or The Flip Flop Song can be displayed on a projector or smartboard - pencils - Flip Flop Facts commutative property worksheet Suggested Instructional Strategies: Kinesthetic/Tactile- The students will be using their large and fine motor skills to demonstrate the commutative property of addition with their

bodies. Modeling - The teacher will model the commutative property of addition on the board and by arranging students into a human number sentence Active Engagement - The students will be actively engaged throughout the whole lesson. Students will sing along with The Flip Flop Song and create number sentences with their bodies. The students will also be engaged with the commutative property worksheet. Instructional Procedure: Before: 1. Today we are going to talk about the commutative property of addition. 2. Explain that the commutative property of addition says that the order of the addends in an addition problem doesnt matter and that each arrangement will give the same sum. Write an example on the board- 4+2=6, 2+4=6 3. Have the students sit in front of the smart board with a copy of The Flip Flop Song on the screen. 4. Go over one verse alone, slapping your knees with a flip flop along with the song (one knee, then the other) 5. Have the students join in for the rest of the song. During: 6. Ask for a few volunteers to demonstrate the commutative property of addition in front of the class. 7. To demonstrate, arrange three students on the left side of the smart board, and five students on the right side. Count the total number of students aloud with the class. 8. Have the groups switch sides so that there are five students on the left side, and three students on the right side. Count the number of students aloud with the class. 9. Repeat this process one more time with different addends. 10. Teacher will ask if the students have any questions about what they have learned. Answer any questions that the class might have After: 12. Hand out the flip flop facts worksheet and explain to students that they will complete the worksheet by switching the addends in each number sentence. 13. Collect the worksheets at the end. If students finish early they may read silently at their seat. Closing Statement: Today we learned about the commutative property of addition by singing The Flip Flop Song and making number sentences with our bodies. Tomorrow we will talk about the associative property.