21 st Century Lessons

1. 21st Century Lessons Distributive Property Primary Lesson Designers: Kristie Conners Sean Moran

2. This project is funded by the American Federation of Teachers.

3. 21st Century Lessons – Teacher Preparation Please do the following as you prepare to deliver this lesson: • Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets. • Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly. • Feel free to customize this file to match the language and routines in your classroom. *1st Time Users of 21st Century Lesson: Click HERE for a detailed description of our project.

4. Lesson Overview (1 of 4) .

5. Lesson Overview (2 of 4)

6. Lesson Overview (3 of 4)

7. Lesson Overview (4 of 4)

8. Warm Up Objective: Students will be able to apply the distributive property to write equivalent expressions. Language Objective: Students will be able explain how to use the distributive property verbally and in writing. Ricardo and Keylaare arguing whether the answer to can be found by doing the following work. Do you think this is correct? Explain. Yes, this method can be used because 27 is still being multiplied by 8. 27 is just split into 20 and 7 first before it is multiplied by 8. Agenda

9. Agenda: Objective: Students will be able to apply the distributive property to write equivalent expressions. Language Objective: Students will be able explain how to use the distributive property verbally and in writing. Individual 1) Warm Up 4 minutes 2) Launch High School Vs. College B-ball- Whole Class, Pairs 13 minutes 3) Explore Splitting Athletic Fields- Groups 17 minutes 4) Summary The Distributive Property- Whole Class 10 minutes 5)Explore Splitting Athletic Fields– Groups 12 minutes 6) Assessment 4 minutes Exit Slip- Individual

10. Launch- High School Vs. College B-ball A standard size high school basketball court is 84ft long and 50ft wide in the shape of a rectangle. 84 ft 50 ft To find the area of the court you can use the formula of A=l  w A = 84 ft  50ft A = 4200 Agenda

11. Launch- High School Vs. College B-ball Did you know that a college basketball court is usually 10ft longer than a high school basketball court? 84 ft 10 ft 50 ft College Basketball Court Can you think of a method to find the area of the college basketball court? Agenda

12. Launch- High School Vs. College B-ball Can you think of a method to find the area of the college basketball court? 84 ft 10 ft Why parenthesis? 50 ft Method 1 Method 2 50(84+10) + 10 50 84+10 84 50   94 50 4200 + 500  A = 4700 A = 4700 What can we say about these two expressions? Agenda 12

13. Explore- Splitting Athletic Fields Allison lives in a neighborhood with three rectangular fields that all have the same area. The fields are split into different sections for different sports. 20 yds 50 yds 50 yds 30 yds 80 yds 40 yds 120 yds 120 yds Agenda

14. 50 yds 120 yds 20 yds 30 yds 120 yds Explore- Splitting Athletic Fields 1. Find the area of this field near Allison’s house. 2. This field is divided into two parts. a. Find the area of each part and record your steps as you go. Prove the area is the same as in the first field? 20 120=2400 +  30 120=3600  Agenda

15. Explore- Splitting Athletic Fields 20 yds 20 yds 30 yds 30 yds 120 yds 120 yds b. Write one numerical expression that will calculate the area based on the work you did in part a. • 30 120 • 20 120   c. Find a different way to calculate the area of the entire field and write it as one numerical expression. • 20 120=2400 +  30 120=3600  Agenda

16. ______ _________ ______ 50 yds 80 yds 40 yds Explore- Splitting Athletic Fields 3. The field is divided into two parts. a. Write 2 different numerical expressions that will calculate the area of the entire field. 4. The field below is split into two parts but are missing the dimensions. a. Fill in the missing dimensions of the rectangular field whose area can be calculated using the expression. 50 20 100 b. Write a different numerical expression to calculate the area of the field. Agenda

17. Summary- The Distributive Property 20 yds 50 yds 30 yds Let’s look at the two equivalent ways of finding the area and connect it to an important property in math. 80 yds 40 yds 120 yds The Distributive Property Agenda

18. Summary- The Distributive Property The Distributive Property 50 yds 80 yds 40 yds 50 50 50 50 50 120 80 80 80 80 40 40 40 40 4000 6000 2000 6000 50 + Agenda

19. Summary- The Distributive Property The Distributive Property The Distributive Property is a property in mathematics which helps to multiply a single term and two or more terms inside parenthesis. Check it out! Lets use the distributive property to write an equal expression. 2 2 3 + 5 Examples Formal definition Agenda

20. Explore- Splitting Athletic Fields 8 x 5 3 2 x 4 x 5. An algebraic expression to represent the area of the rectangle below is . a. Write two different expressions to represent the area of each rectangle below. Agenda

21. Explore- Splitting Athletic Fields 6. Use the distributive property to re-write each expression. You may want to draw a rectangle to represent the area. a) 10( a + 7) = ___________ b) 7(x + 3)=________________ c) x( 3 + 10)= ___________ d) a(10 + 9)= _______________ e) -2(x + 10)=_______ f) 3x(x + 10)= ______________ Agenda

22. Assessment- Exit Slip Who correctly used the distributive property to write an equivalent expression? Provide evidence to support your answer. Riley Michael Michael did because he correctly distributed the 7 to all terms inside the parenthesis. Agenda

23. 21st Century Lessons The goal… • The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to: • Support an increase in student achievement; • Engage teachers and students; • Align to the National Common Core Standards and the Massachusetts curriculum frameworks; • Embed best teaching practices, such as differentiated instruction; • Incorporate high-quality multi-media and design (e.g., PowerPoint); • Be delivered by exemplary teachers for videotaping to be used for professional • development and other teacher training activities; • Be available, along with videos and supporting materials, to teachers free of charge via the Internet. • Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers.

24. 21st Century Lessons The people… Directors: Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee Ted Chambers - Co-director of 21st Century Lessons Tracy Young - Staffing Director of 21st Century Lessons Leslie Ryan Miller - Director of the Boston Public Schools Office of Teacher Development and Advancement Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons Carla Zils – Curriculum Director (Math) of 21st Century Lessons Brian Connor – Technology Coordinator