Student: Katie Temps

Professor: Dr. Mason

Course: EDU 537
Date: April 29, 2015
Grade: 7
Topic: Review of Multiplication Properties
Content Areas: Mathematics
INSTRUCTIONAL OBJECTIVE(S)
After reviewing each type of property, community/associative, identity/inverse, and the
distributive, students will be able to use their knowledge to determine what property is being
applied in certain problems that are presented with an accuracy of 85% of the assessment
asked of them.
Key Concepts: Inference, Analysis, Demonstration, Observation
STANDARDS AND INDICATORS FROM NEW YORK STATE
COMMON CORE LEARNING STANDARDS
New York StandardsMathematics, Science, and Technology Education Standard 3:
Mathematics (Revised 2005)
Students will understand the concepts of and become proficient with the skills of
mathematics; communicate and reason mathematically; become problem solvers by using
appropriate tools and strategies; through the integrated study of number sense and operations,
algebra, geometry, measurement, and statistics and probability.
Indicators:
This will be evident when students use their previous knowledge of the mathematical
properties and apply them in a number of ways. They will have the ability to distinguish
between the different types of properties when asked.
Common Core StandardsCCSS.MATH.CONTENT.7.EE.A.1

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions
with rational coefficients.
Indicators:
This will be evident when students use their previous knowledge of the mathematical
properties and apply them in a number of ways. They will have the ability to distinguish
between the different types of properties when asked.
MOTIVATION
I will play a video from YouTube that goes over each one of the properties in a fun way to
refresh the students memories everything they have already learned. The video is in the form
of a song, making it more likely for the students to listen to the video.

MATERIALS

Internet
Computer
Smart-Board
Projector
YouTube
Do-Now Worksheet
Dry-erase Markers
Dry-erase Boards
Calculators
Homework Packet (Optional)
Homework Answer Key Packet
Flip Book Set-up
Markers
Worksheet for Flip Book
Jeopardy Game
STRATEGIES

Do-Now
Brain-Storming - Activating Prior Knowledge
Inference
Modeling - Teacher Based Demonstration
Cooperative Learning
Group Work and Discussion
Pacing
Wait Time
Scaffolding
Exit Ticket/3-2-1
ADAPTATIONS
Brian:
Provide lessons notes prior to the lesson.
Provide audio recordings to word problems.
Use technology support (iPad) and provide worksheets ahead of time.

 Provide tiered worksheets.

Brittany:
Provide her with a printed copy of the day/lesson agenda.
Recheck understanding and refocus her during independent/group work.
Teacher partner/peer partner for independent work.
Seat close to the teacher.
DIFFERENTIATION OF INSTRUCTION
For Flip Book Activity:
Tier 1- Properties and definition written so students have to match the variable form of
definition to what is provided
Tier 2- Properties are written so students have to match the written and variable definition to
the variable name provided
Tier 3- Properties are written so students have to match the written and variable definition to
the variable name provided and provide their own example with numbers
DEVELOPMENTAL PROCEDURES
Time (mins.)

Material/Presentat
ion

2
3
4

Activity
Greeting

Do- Now worksheet

Do- Now: A ditto

of a mix of all the
properties

Key
Question
s
Do the
students
remember
they have a
test the next
tomorrow,
and today is
a review
day?
Can the
students
determine
the
difference
between the
different
properties?

Assessment

Randomly select
students to
answer the
questions.

Time (mins.)

Material/Presentat
ion

Activity

Key
Question
s
Are the
students
responsible
enough to
stay calm
during the
transition of
tasks?

Assessment

5
6

Give out the material

for the flip books

Transition

7
8
9

YouTube Video

Motivation

Are the
students
engaged?

Ask the students

what the
difference
between the
properties are in
the end of the
video- both
review and
checking they
were paying
attention.

10
11

Explanation of flip
book

Transition/Instructi
on

If students
look
confused
are they
asking
questions?

12
13
14
15
16
17
18

Flip book materials

Flip book Dittos
Markers

Flip Book Project

19
20

Group Assignments

Transition/Get into
Assigned Groups

Give problem
children the
chance to hand
out the needed
material.

Students Finish
their Flip Books

Time (mins.)

Material/Presentat
ion

Activity

21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37

-Properties Jeopardy
Game
-Dry-Erase Markers
-Dry-Erase Boards
-Erasers

Group Game

38
39

40

Review SheetHomework Packet

(Optional)

Key
Question
s
Are the
students
engaged
and
understandi
ng the
content?

Transition

Do the
students do
as told and
go back to
their seats?

Test
Reminder...Again

Do the
students
seem to be
less stressed
about the
test?

Assessment
Keep track of
which team gets
the most points,
and give them
bonus points on
their test.

original

ASSESSMENT

Students should be able to answer the Do-Now questions without hesitation and in the
allotted time.
Students will work in groups to participate in the Jeopardy game, each student from the
group should be prepared to participate and be a helpful member of their team.
Students will be expected to participate and show their fellow students all manners of
respect during class.
Students should make a successful flip book that will be used as a study guide.

INDEPENDENT PRACTICE
For homework, students will be required to study for their upcoming test. At the end of class
they will be given a packet as an extra way to practice. Since they will not have a chance to
bring in the packet to get it corrected, I will give them the answer key so they may study with
both the packet and flip book they made in class.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic Intervention:
Students who do not meet the objective will be required to attend an extra help session so they
can get the chance to better grasp the lesson in a less stressful environment.
Academic Enrichment:
Students who have met the objective will be given the extra review handout for the test, when
they have completed it, I will give them an answer key so they can check their answers. If
they do not wish to complete the ditto during class they can study for the test however they
would prefer, silently and individually at their desk or play an online review game that is
provided for them.

REFERENCES:
Teacher References
Friend, M., & Bursuck, W. (2015). Including students with special needs: A practical
guide for classroom teachers (7th ed.). Upper Saddle River, New Jersey: Pearson.
Kristin. (2012, September 10). Hoppe ninja math - Teacher blog. Retrieved April 24, 2015, from
http://www.hoppeninjamath.com/teacherblog/?p=94
Lynch, P. (2014). Instructional Technologies Packet: Course syllabus. Rockville Centre, NY: Molloy
College Production Dept.
Lynch, P. (2014). Glossary of Instructional Strategies Packet: Course syllabus. Rockville Centre, NY:
Molloy College Production Dept.
MathematicsStandards.(2015,January1).RetrievedFebruary28,2015,fromhttp://
www.corestandards.org/Math/
Nguyen, A. (2012, September 19). Multiplication properties song to "What makes you beautiful"
Retrieved April 22, 2015, from https://www.youtube.com/watch?v=NHO9cSE-yyM
Temps,K.(2015,April25).ReviewGameInfo:.RetrievedApril23,2015,from
https://www.superteachertools.net/jeopardyx/editor.php
Student References
Popovici, D. (2010, January 1). Math Basketball - Properties of Multiplication. Retrieved April 23,
2015, from http://www.math-play.com/math-basketball-properties-of-multiplication/mathbasketball-properties-of-multiplication.html
Web 2.0 scientific calculator. (2014, January 1). Retrieved April 25, 2015, from
http://web2.0calc.com

Review Jeopardy Game:

Flip Book Ditto:

Review Ditto:

Review Answer Key: