![]() ![]() Point to the second square and look to the student to respond with 2. Say, “Let’s count the little grey squares inside.” Point to the first square and say 1.Give students 1 of the “Squares of 2” (shaded in grey with thick borders).Print the “ Squares ” handouts and cut along the bold lines.Strategy Part 1: Concrete > How many do you see? As students are ready, move on to 5’s, 3’s and 4’s. Each time you do the activity, you can switch out for different values. ![]() Stick with the “squares of 2” for the activities listed below for a period of time to really build an understanding of 2. Students will work with concrete manipulatives. The following vocabulary occurs in subsequent grades but could be used at this level with direct teaching. Key Vocabulary will be italicized every time it is used below in order to draw attention to its introduction and use. They are included here as a support for the teacher. Words in italics are not expected at this grade level. The following key vocabulary should be used with and by students. Ensure that you are using materials that match the Kindergarten outcomes. Handouts have been created with both Kindergarten and Grade 1 in mind. Once students demonstrate understanding, move to 5’s. Represent and describe numbers 2 to 10, concretely and pictorially Relate a numeral, 1 to 10, to its respective quantity Please adapt to your style and the needs of your students! This is NOT to script you but to provide you with a possible process for implementation. The processes for implementing the Distributive Property are scripted. Below, you will find the Distributive Property explored from Kindergarten to Grade 9 using the area model/arrays.Įxploring the Distributive Property throughout the grades: Many models can be utilized to represent the use of the Distributive Property. The distributive property is used to explore single digit multiplication, multi-digit multiplication, binomial multiplication, etc. Rather than teaching a finger trick for multiplying by 9, students explore the connection to multiplying by 10. For example, if I don’t know 5 x 6 but I do know 5 x 5, I can use that to help me figure out 5 x 6. ![]() This property supports them when they are determining the answers to multiplication questions they are unable to recall. Students build upon that understanding when developing their understanding of multiplication. The foundations for this property are introduced when students explore the concept of conservation of number For example, no matter how you rearrange the number 24, you still have a value of 24: 12 + 12, 20 + 4, 21+3, 10 + 10 + 4 Retrieved from: ARPDC: Multiplicative Vocabulary Distributive Law: “the multiplication operation may be applied to a number which has been partitioned without altering the outcome.”.multiplication over addition (e.g., 6 x 47 = (6 x 40) + (6 x 7)).Distributive Property: Arrays and the Area ModelĪ number in a multiplication expression can be decomposed into two or more numbers. ![]()
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