OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do? How does the objective connect to your
achievement goal?

Apply the distributive and commutative 85% of students are expected to score at or
properties to relate multiplication facts 5 n + above the 85th percentile on their end of the
n to 6 n and n 6 where n is the size of the year math exam. Students will be tested on
unit. this objective.

Study commutativity to find known facts of 6, 7,

8, and 9.
Study commutativity to find known facts of 3, 4,
and 5.

PREREQUISITE SKILLS DIAGNOSTIC/REFLECTION
What will your students need to know to master the How well did students master this objective the
grade-level objective? first time you taught it? What is that data
making you think about where the breakdown
occurred?
Group counting Students scored a 60% on their exit
PRE-PLANNING

Addition to make 10 ticket, which shows that they did not

Multiplication facts master the skill. I believe students
Distributive Property needed a heavier focus on the
basics- things like multiplication facts
and group counting. I also would like
to give them more time on their
guided practice this time around to
focus on trouble-shooting.
END OF LESSON ASSESSMENT
How will you know whether your students have made progress toward the objective?

Students will be given an exit-ticket to assess student mastery.
Students will have time for partner-work and turn and talk opportunities throughout the
lesson so I can informally assess student understanding.
Official checks for understandings will be placed throughout the modeling. I will keep a
clipboard with me to mark off students answers.

KEY POINTS
What three to five key points will you emphasize?
The commutative property states that order does not matter
When skip counting, use your fingers to count on if you do not know the next fact.
Multiplication can be interpreted as repeated addition
Anchor charts will be posted reviewing these key points


OPENING (15 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

I want to give my students more time to make connections to the previous Sprint
lessons they have learned. I think this will enable them to make deeper
connections with the new material


Give students two minutes to complete the commutative property sprint
White
Review answers with students and answer any questions boards and
markers
Display this problem on the smart board and read it to the class: Jocelyn says 7
fives has the same answer as 3 sevens + 2 sevens.
Is she correct? Explain why or why not.
Walk around classroom and take notes on clipboard of student answers
on white boards
LESSON CYCLE

Have students turn and talk about answers

Direct students to count forward and backward, occasionally changing the
direction of the count: Group counting reviews interpreting multiplication as
repeated addition. Counting by sixes, sevens, eights, and nines in this activity
anticipates multiplication using those units later in the module. Focusing on the
mentioned transitions bolsters student understanding of the distributive property
of multiplication.

Sixes to 60, emphasizing the 30 to 36 transition, sevens to 70,
emphasizing the 35 to 42 transition, eights to 80, emphasizing the 40 to
48 transition, nines to 90, emphasizing the 45 to 54 transition White
Whisper/talking, hum/talking, or think/talking by threes and fours can also boards and
work as a scaffold to build fluency with sixes and eights. markers

Make Ten: This fluency activity prepares students for the skip-counting
strategies used to multiply units of 6 and 7 in Lessons 4 and 5.

INTRODUCTION OF NEW MATERIAL (15 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?


Materials: (S) Personal white board

T: (Draw 1 circle with a 7 inside.)

This circle represents
1 unit of 7. As I draw circles,
count the sevens with me. (Draw
circles one on top of the other
until you make one column of 5
circles.)

7

7 7
7 7 7
7
7 7 7

7 7 7 7 7


Students will start out concretely. We will start out manipulating cubes
rather than drawing or looking at dots. As they become more
comfortable with the material we will transition to pictorial circles.
S: 1 seven, 2 sevens, 3 sevens, 4 sevens, 5 sevens.
T: Whisper the multiplication fact for 5 sevens.
S: 5 7.
T: Use commutativity to name a related fact.
S: 7 5.
T: What are 5 sevens, 5 7, and 7 5 all equal to?
S: 35.
T: Lets use our familiar fives facts to find facts we havent learned 7
yet. (Draw a dot above the first 5 dots in another color, shown
right.) What is 5 sevens + 1 seven? 7
S: 6 sevens. 7
T: (Write 35 + 7.) Tell your partner how this expression shows the 7
total of 6 sevens. I will go around and listen in on partners
7
conversations and correct and misconceptions at this time.
S: 35 is the total of 5 sevens, and 7 is the total of 1 seven. 35 + 7 7
shows 5 sevens + 1 seven
in number form. Its the break apart and distribute strategy we
learned before! The dots show 6 sevens broken into 5 sevens and 1
seven because we know those facts, and theyre easy!
T: What is the total of 6 sevens?
S: 42.
T: On your personal white board,
use commutativity to write the two
multiplication facts we just solved.
I will go around and mark off
students answers on my
clipboard.








S: (Write 6 7 and 7 6.)
T: Compare 5 7 and 6 7. What
is the difference between them?

S: 6 7 has one more group of 7
than 5 7. Thats what the
teacher showed with the dots, 5
sevens and
6 sevens.
T: By noticing that 6 7 is only 1
more group of 7 than
5 7, we used the total of 5 7
to help us make an easy addition
problem to find 6 7.


Formative Assessment for this portion of the lesson: clipboard check-off
GUIDED PRACTICE (10 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?


Continue with the following suggested sequence. Use the model of the dots as
necessary, changing the value of
1 dot to match the problem.
5 9 to find 6 9 and 9 6
5 6 to find 6 6



Students will work in teams to complete their first problem set from their
work books. I will create heterogeneous groups so that students whom
scored slightly higher on the first exit ticket can share their knowledge. I Eureka
will take this time to pull the 4 lowest exit ticket scores to my table. notebooks




Formative Assessment for this portion of the lesson: Problem Set
INDEPENDENT PRACTICE (10 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?

Eureka
Students should do their personal best to complete the Problem Set within the math books
allotted 10 minutes.
I will modify the assignment by specifying that they need to complete even
numbers first. I will also walk around during this time and check in with students
who expressed the most confusion on the last exit ticket.



Formative Assessment for this portion of the lesson: Exit ticket
CLOSING (15 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
I decided to extend this portion of the lesson in order to make time for a student
debrief before the exit ticket.


The Student Debrief is intended to invite reflection and active processing of the
total lesson experience.
Invite students to review their solutions for the Problem Set. They should check
work by comparing answers with a partner before going over answers as a
class. Look for misconceptions or misunderstandings that can be addressed in
the Debrief. Guide students in a conversation to debrief the Problem Set and
process the lesson.

Any combination of the questions below may be used to lead the discussion.
What pattern did you notice between

Problems 1 and 2?

Explain to your partner how one fact can help you solve two new facts.
Explain why you used multiplication or division to solve Problem 4. How
does a division sentence in this problem relate to a multiplication
sentence?
How does the strategy we learned today relate to the break apart and
distribute strategy we studied in Module 1?

How might you use the strategy we practiced today to solve other problems?
For example, how might you use 5 7 to help you solve 7 7?

After the Student Debrief, instruct students to complete the Exit Ticket Exit Ticket



Notes, Handouts & Materials:





NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Sprint 33

Use the Commutative Property to Multiply

1. 2 2 = 23. 5 6 =

2. 2 3 = 24. 6 5 =

3. 3 2 = 25. 5 7 =

4. 2 4 = 26. 7 5 =

5. 4 2 = 27. 5 8 =

6. 2 5 = 28. 8 5 =

7. 5 2 = 29. 5 9 =

8. 2 6 = 30. 9 5 =

9. 6 2 = 31. 5 10 =

10. 2 7 = 32. 10 5 =

11. 7 2 = 33. 3 3 =

12. 2 8 = 34. 3 4 =

13. 8 2 = 35. 4 3 =

14. 2 9 = 36. 3 6 =

15. 9 2 = 37. 6 3 =

16. 2 10 = 38. 3 7 =

17. 10 2 = 39. 7 3 =

18. 5 3 = 40. 3 8 =

19. 3 5 = 41. 8 3 =

20. 5 4 = 42. 3 9 =

21. 4 5 = 43. 9 3 =

22. 5 5 = 44. 4 4 =







NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Problem Set 33


Name Date

1. Each has a value of 7.

Unit form: 5 ____________


Facts: 5 ______ = ______ 5

Total = ______










Unit form: 6 sevens = ______ sevens + ______ seven


= 35 + ______

= ______




Facts: ______ ______ = ______

______ ______ = _______



2. a. Each dot has a value of 8

Unit form: 5 _____________

Facts: 5 ______ = ______ 5

Total = ______




b. Use the fact above to find 8 6. Show your work using pictures, numbers, or words.




NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Problem Set 33

3. An author writes 9 pages of her book each week. How many pages does she write in 7 weeks?
Use a fives fact to solve.













4. Mrs. Gonzalez buys a total of 32 crayons for her classroom. Each pack contains 8 crayons. How
many packs of crayons does Mrs. Gonzalez buy?
















5. Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants
to buy speakers for $50. Does she have enough money to buy the speakers? Explain.















NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 2 Exit Ticket 33



Name Date

Use a fives fact to help you solve 7 6. Show your work using pictures, numbers, or words.









































Sprint Intro Guided Independent Exit Ticket
Practice Practice
Sharmar




Leon




Malayia




Kavion




Shannon




Daquan




Tori




Tationna




Thomas





Aniya




Divinity




Zenia




Manuel




Thatianna




Christian




Bryan




AiZai ]




KaNesha