Third grade in a public elementary school in eastern Kansas

60% White, 32% Hispanic, 4% Asian, 4% African American

36% qualify for ESL services, 32% receive services

Of the 8 ELLs who qualify: 2 above grade level, 4 on grade

level, 2 below grade level

All 8 are fluent

Language Acquisition: 4 high, 3 medium, 1 low

1 gifted student

3 special education students

I will design a unit to teach the Distributive and

Associative Properties of Multiplication next semester.

This is a hard concept for students to master.

The processes involved use difficult vocabulary.

I wanted to push myself to try and apply what Ive

learned to a subject I typically do not focus on
teaching language in.

Content-based instruction (Echevariia & Graves 2005)

Engaging in multiliteracies emphasizing technology (Hafner et
al. 2013)

Communicative language teaching and task based

instruction (Brandl 2008)
Cooperative learning and increased student interactions
(McGroaty & Calderon; Diaz-Rico Chap
14http://www.kaganonline.com/download/Cooperative_Learning_2-Day.pdf)

Students have funds of knowledge from their home that can

be incorporated into learning at school (Mott et al. 1992; Haneda 2006)
Know each student as unique individual and avoid
stereotypes (Kumaravadielu 2003).

3.OA.5 Apply properties of operations as

strategies to multiply and divide. Kansas
College and Career Ready Standard

It specifically addresses the commutative,

associative, and distributive properties.

Lesson Topic

Content Objectives

Take apart to Students will use models

to demonstrate taking
multiply
apart a factor to
multiply.

Language objectives

Distributive
Property

Distributive
Property

Students will apply the

Distributive Property to
find products. (with
models)

Students will apply the

Distributive Property to
find products. (without
models)

Explain how to take apart a factor in

a multiplication problem using
models.
Evaluate other students answers and
justify reasoning.
Define the word decompose using
pictures and words.
Define Distributive Property in writing
using the words decompose, factors,
and product.
Use sequence to explain the steps of
the distributive property to solve an
equation.
Justify answers through writing and
drawing models.
Evaluate peer responses and provide
feedback.

Lesson Topic

Content Objectives

Language objectives

Distributive
Property

Students will apply

the Distributive
Property to find
products.

Use sequence to explain the steps of

the Distributive Property using the Show
Me app (interactive white board with
voiceover).

Multiply Three
Factors

Students will find the

product to
multiplication
problems containing
three factors.

Use sequence to explain the steps to

solving in writing.
Read directions for solving fluently to a
classmate.
Listen and perform steps to solving a
problem that a classmate reads to
you.
Evaluate other students answers and
justify reasoning.

Associative
Property

Students will apply

the Associative
Property to find
products.

Use sequence to explain the steps of

the Associative Property using time
order words such as, first, then, next,
after, finally, etc.
Define Associative Property including
the words factor and product.

Formative

Summative

Worksheets/Exit Slips
Journal entries
Daily observation keep checklist of
students who do/do not understand
Unit Portfolio Created in Keynote on the iPad
Daily pictures of assignments
Pictures of journal entries
Pic Collage(app) with explanation for
solving the math riddle
ShowMe digital whiteboard recordings
Distributive Property
Associative Property
Picture of Distributive Ninja Art model of
distributive property