|Front of Properties Foldable|
Lesson: 3.1 – Multiplication Properties
Integration of Learning Outcomes· Students will be able to identify and apply Commutative, Associative, Identity, and Zero Properties of Multiplication by reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning.
Standards· 5.NBT.6: Use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
Anticipatory Set· Create the properties foldable. Go over each property. Students will write the definition. Have students solve the examples. Save coloring for the end (5 minutes)
- Students will work in pairs.
- Write both equations on board (3 x 6 = 6 x 3). Ask which property this is (Commutative Property of Multiplication)
- Use iTools website to show both problems.
Ask: What is the associative property of multiplication? Show the problem (2x5) x 3 = 2 x (5 x 3). “What do the parenthesis mean?” (You have to do the numbers in the parenthesis first). Have students explain the Associative Property of Multiplication to a partner in their own words.
Ask: What is the Identity Property of Multiplication? Have a student raise his/her hand to answer. Have students solve the following problems on their whiteboards:
- 6 x 1 = (6)
- 187 x 1 = (187)
- 2,350 x 1 = 2,350
- 8 x 0 = (0)
- 207 x 0 = (0)
- 3,454 x 0 = (0)
Have students explain to a partner the difference between the identity property and the zero property of multiplication.
Complete the guided practice on p. 64 as a class.
If time remains, students will make a picture representing each property. Show a model as an example. Students must label the property with their pictures and use the appropriate signs.
· Drawing pictures and foldable will help visual learners or those who like/are good at art.
· Using counters/manipulatives is a hands-on activity that helps kinesthetic learners.
· Foldables are copied and labeled so students can easily follow along.
Closure· Write down on the board “What are the properties of multiplication?” Have students write an exit slip answering the questions.
· Students will be tested on the properties at the end of the unit through a summative assessment.
· Collect exit slip as formative assessment
· Walk around and observe during group/independent work
- Foldable copies
- Colored pencils/crayons
- Whiteboards and markers
- Computer with Internet access
- Promethean Slides
- iTools Link
Reflection on Planning
I found the foldable online and thought it was an engaging activity to help students remember the properties. I also thought it was a better way than taking ordinary notes. They can glue it into their notebooks to keep and use. I also found the picture activity and I felt that students would have fun with it, but still learn the properties.
I thought that the counter activity from the textbook was a great idea. We haven’t had a chance to use a lot of manipulatives outside of centers for math because the textbook hasn’t really had too many examples. In “Hands-on is Minds-on,” Samantha Cleaver states that students “learn from their senses.” Hands-on activities certainly use all senses. Using more hands-on activities will help students become more successful. Students will also be more interested when they can use physical objects rather than strictly listening and watching.
Reflection of Instruction
Students seemed to like the foldable. This will help them study. They were able to grasp the properties for the lesson. I think they need to continuously review the properties in order for them to stick. Students had trouble realizing the difference between addends/sum in addition compared to factors/products in multiplication. The identity property may also be hard to remember. It will be useful to continuously go back to the foldable and review the properties so it will stick.
Students really liked that they got to use maniuplatives. They don’t get too many opportunities to do so, but I think it helped visual learners. They were able to figure out the answers by using the chips.