Student Teacher: Ashley K Suyematsu Date:________________

Subject: Math Lesson Topic: Distributive Property

Grade: 9th Length of class: 30min

Learning Objective (performance, conditions, criterion): Students will be able to solve

math problems by implementing properties of operations. Students will apply the
distributive property as a procedure to solving the equation

Student Friendly Objective: Students will solve math problems using the distributive
property

State Core Standard Alignment:

Secondary Mathematics III:
Critical Area 2: Students draw on analogies between polynomial arithmetic and
base-ten computation, focusing on properties of operations, particularly the distributive
property.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Whiteboard, dry erase marker Pencil, paper
Whiteboard, dry erase markers

Context for Learning:

Organization of the As a class, we will cover the procedure for implementing the
students (e.g., small distributive property
groups, whole group, The students will work together in partners to prove their ability
partners) to use the distributive property
Pre-Lesson Assessment Based on the students math ALEKS assessment, the students
Data struggle with the concept of the distributive property
IEP Goal Links The level of difficulty for the math problems will reflect the
(Also describe individual students ability and comfort level. Students will be exposed to
student modifications & problems of distributing whole numbers, negative numbers,
accommodations)
variables, fractions (improper and mixed), or word problems

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention My lesson will start in the beginning of first period. #/minutes
(Activity and Script) The students will come into the classroom, sit down
and we will begin the lesson. I will introduce myself (30 seconds
to 1 minute)
Inform students of After introducing myself, I will then introduce the #/minutes
learning objective(s) distributive property. I will ask the students what they
already know about the distributive property (30 seconds
to 1 minute)
This is important to This is important to know because it can solve many #/minutes
know because problems in the real world. It is a procedure that must
(Informed instruction) be learned to solve other algebraic problems (30 seconds
to 1 minute)

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Multiplication of two negative numbers #/minutes
review, if applicable (2 to 5 min)
Review of prior Multiplication table #/minutes
knowledge, if
applicable (2 to 5
minutes)

Vocabulary to pre- Distribute #/minutes

teach, if applicable Multiply
(2 to 5
minutes)

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of I will write a problem on the board (ex: 7(5+2)) #/minutes
Skill (what cognitive And walk the students through the process, step by
steps should the step. It is important that the students see the 7 being
students be using to distributed to each number.
successfully perform To successfully perform the skill, students need to
the skill?) think of the problem as (7x5)+(7x2)
(10 to 15
(I DO IT) minutes)
Guided Practice As a class, we will walk through a variety of problems.
(WE DO IT) This includes what happens when the number being
distributed is negative. We will work on a problem if
the number being distributed is a fraction (whole or
improper) and if there is a variable present

#/minutes
Strategies to check for -Making sure the students are participating and
understanding contributing the answers, not just me writing the (5 to 25
answers and having them copy minutes)
-Checking their responses to see if they understand the
concept of distributing
-Students will be writing on whiteboards
Independent Practice Students will be released to work on their own or with a
(YOU DO IT) partner
Students will come up with their own problem and switch
with a partner
They will be responsible for solving the new problem.
Students will check their answers with each other
If needed, how will you address re-teaching of specific skills.
I will walk around during the independent practice, if I see multiple students struggling over a
problem or step, I will regroup the class and clarify their questions

Assessment:
Concrete and tangible I will collect the problems that the students have created and
assessment to know solved
whether students have
met learning objective

Closure: (1 5 minutes)
Organization/transition Students will turn their papers into me #/minutes
routines (e.g., put Transition into the next activity
assignments in folders,
prepare for bell,
transition to next (1 5
lesson/activity minutes)