Cognitive- Students will be able to:
• Apply the Associative property of multiplication to multiply.
Psychomotor-Students will be able to:
• Write the order of operation before applying the associative property to multiply.
Affective-Students will be able to:
• worked collaboratively and give each other help when needed.
Associative property-- “When three or more numbers are multiplied, the product is the same regardless of the grouping of the factors” (Banfill, 2009).
To teach this lesson, students should be familiar with:
1. Multiplication times table
Teacher Preparation and Resources:
1. Interactive whiteboard
3. Cardboard with numbers and letters. …show more content…
For instance, with the associative property, the students will learn that they will receive similar answer to a problem, regardless the grouping of the numbers. As Vygotsky emphasized, (McDevitt & Ormrod, 2013, p.214), Adults engage children in meaningful and challenging activities, show them how to use various physical and cognitive tools to facilitate their performance, and help them make sense of their experience. During the instructional phase, I will provide the definition of Associative property, then I will write it on the whiteboard and reintroduce the activity they did earlier. In that way, every type of learner such as, visual, auditory and linguistic will grasp the concept of Associative property of multiplication. I will also explain the students the order of operation, PEMDAS; Parentheses, Exponents, Multiplication, Division, Addition and Subtraction. I will say to the students, when we are doing associative property and we are dealing with three numbers and there is a parenthesis or other operation involves, we have to always go back to the order of operation to help us decide which operations to do first. I will write an equation on the board and ask the students to try solve it in their group. On the whiteboard, I will write: 5x(4x1) and (5x 4) x1. During the phase of teaching, John A. Van De Walle (2010), …show more content…
The student’s assessment will be based on the individual work, their group, as well as their participation. But, most significantly, I will encourage students to evaluate their own learning, as well as their participation with their group members. By doing that, the students will feel they are involved in the lesson, and that they are not only observing information. McDevitt & Ormond (2013, p.269), make several recommendations for promoting self-monitoring and self-evaluation, such as encourage children to evaluate their performance realistically, and then reinforce them when their evaluations match an established