To make the vocabulary of row and column "sticky", I make a real world connection. This structure is used in building the arrays with the tiles, and then transferring them to grid paper. This is a simple example:. What is the least common factor of 36 and 42? Multiply the 2 and Making Progress The student rewrites the expression using a common factor other than the greatest common factor.
Then ask the student to compare the number of factors common to b and c when a is the greatest common factor to the number of factors common to b and c when a is not the greatest common factor.
Closure Sentence Stems To close the lesson the students write in their journals how arrays and multiplication sentences change as they are rotated or ordered to explain the commutative property.
Today, after we watch a short video, we will play a game to practice using the distributive property. The distributive property of multiplication deals with multiplyingacross a set of parenthesis. The student with the most points when all the multiplication sentences are gone from the basket is the winner.
I give the students the exciting news that today, they play a game using the distributive property. Instructional Implications Ask the student to find the greatest common factor of 36 and 42 and to rewrite the sum using the greatest common factor.
Does not show that the two values are equivalent. How do you use the distribute property on the equation x-4? Look for and express regularity in repeated reasoning. Some of my students needed more support, so I gave them multiplication only requiring them to find the products.
Review the Distributive Property and apply it to the process of factoring. I call the students to the carpet so that I can monitor the class and make sure that all students are focused on the video. The "recorder" will give the student a point if they get all of the numbers correct This corresponds with MP1 because the player must make sense of the problem and persevere in solving it.
Questions Eliciting Thinking Can you explain how you found your answer?Use the distributive property to express a sum of two whole numbers 1– with a common factor as a multiple of a sum of two whole numbers with no common factor.
For example, express 36 + 8 as 4 (9 + 2). How would you write. Start studying 5th grade math vocabulary.
Learn vocabulary, terms, and more with flashcards, games, and other study tools. A number sentence that uses an equal sign to show that two expressions have the same value.
Re-write 7 x 45 using distributive property (7 x 40) + (7 x 5) Re-write 4 x 57 using distributive property. The distributive property is very useful in relating one basic fact to another and also in the development of 2- and to write a number sentence to show his answer.
(1 x 8) + (6 x 8) = Model how to write the number sentence describing what each part represents. 5. Ask the student to figure. Part 3: Use the distributive property of multiplication to write two different number sentences for each multiplication fact shown.
example: 4 x 5 = (4 x 3) + (4 x 2) = 4 x (3 + 2) q. 4 x 11 = _____ = _____ r. Distributive Sentence Examples To Find 3 TimesWe Apply The Distributive Law (§ 58 (Vi)) That =3 ( 20 7)= (b) The important form of the distributive law is m(A+B) = mA+mB.
In this lesson you will learn how to write equivalent expressions by using the Distributive Property of Multiplication over Addition.Download