Molloy College Division of Education

Janele Henderson Edu 521 Grade 7 Topic: Properties of Operation

Professor Rickey Moroney December 14, 2013 Content Area: Distributive Property of Multiplication

INSTRUCTIONAL OBJECTIVE (S) After briefly reviewing the associative property and commutative property & practicing the distributive property, students will simplify expressions within 3 attempts for each problem. Students will construct their own equations using the distributive property.

CCLS / +NYS STANDARDS AND INDICATORS Mathematics (NYS Standard) 7.N.11 - Simplify expressions using order of operations. Indicator: This will be evident when students, distribute the variables in the equation. For example: students will conclude that 3 (x + 2) = 3x + 6, where 3 was distributed x and the number by multiplying.

Mathematics (CCCS): Expressions and Equations 7.EE.A.1 - Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients Indicator: - Know the order of operations to simplify and expand expressions. For example: 10 (10 + 8p) = 100 + 80p or 100 + 80p= 10 (10 + 8p)

ISTE (NETS)

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. Indicator: - Students will use computers to complete interactive quizzes on the Weebly website.

MOTIVATION As an introduction to the class I will explain how I am a person who likes to eat inexpensively. The students will be asked what the cheapest way to get a burger, fries, and a drink at a fast food
restaurant? I hope they will suggest a combo meal, but hopefully some students suggest "The Dollar Menu." We will discuss options of putting together the cheapest meal using certain foods. I will

discuss that they were distributing.

MATERIALS Smart Board, Projector, Calculators, Handouts, Computers STRATEGIES Cooperative learning, group discussions, direct instruction, teacher demonstration, call and response, and divergent and convergent questioning. ADAPTIONS Student A, B and C are talking too much. Reassign students to different groups. Student D is an ESL student Will be given important vocabulary words prior to lesson. Use graphics on the computer/handouts to visually as well as use a hands-on method to explain distributing. DIFFERENTIATED INSTRUCTION Use of worksheets that increases in difficulty once the student grasp the basic concepts. Students are to finish as much as they can. Students grade rely on how much of the worksheet that they complete. For example:

On a two page worksheet/homework, completing the first page correctly results in an 80%, however, completing both pages correctly results in 100% Shorter worksheets will have simpler content to allow completion by any level student, however they will contain challenge questions to receive extra credit for students that finish quickly keeping them occupied and engaged. Student who is an ESL learner will use an interactive website guided by teacher to practice simplifying equations.

DEVELOPMENT PROCEDURES Students will discuss the definition of distributing. (* Ask students to write about what they think distributing has to do with the distributive property) Students will review PEMDAS, what we use for multiplication such as X, ( ) ( ), 3 ( ) (Why is it important to know the order of operations when solving an algebraic equation?)
Students will simplify and expand expressions. (Why is it important to know how to simplify and expand these expressions?) Review inverse operations. ( Why is it important to use inverse operation to simplify?) Distribute numbers in the equation. ( When we use distribute, what are we order of operation are we using?) Simplify equations using distributive property. (In what ways, do we distribute in real-life?)

The students, using what theyve just learned will solve if I have six gummy worms and eleven sticks of gum. My friend is going to double the amount of the candies because I helped her out last Friday. I want to add all of the candies to find out how many I have. (How would I use the distributive property to find out how many candies I have?)

ASSESSMENT Students will successfully simplify equations using the distributive property. Students will work in groups to discuss their process in simplifying equations. In the groups, the students will work together to create their own equation using the distributive property. Students will discuss and give examples of how to use the distributive property in real-life.

INDEPENDENT PRACTICE Students will complete a worksheet with five problems for homework. For any problem the student struggles with, they have to circle it for review in class. Students will write in their

journal, they will brainstorm some ways or things that the distributive property may be used in their everyday life.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

Teacher will use smartboard to review the problems from homework worksheet that the students had difficulty understanding. Students will pair up, under the direction of the teacher to create their own distributive property equations and word problems. Students will watch a review video of the distributive property on the projector. Academic Enrichment

Students will use the class computers to practice simplifying and solving word problems involving the distributive property, using the Weebly website.

TEACHING REFERENCES

EngageNY. (2013). Grade7: Module3 expressions and equations . Retrieved from http://www.engageny.org/resource/grade-7-mathematics-module-3 IXL. (2013). Distributive property. Retrieved from http://www.ixl.com/math/grade-7/distributiveproperty

Munn, C. (2012). Teaching the distributive property. Retrieved from https://www.teachingchannel.org/videos/teaching-the-distributive-property