4th Grade
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Objective(s): Setting Instructional Outcomes
Technology, Materials/Resources
Anticipatory Set
Utilizing Distributive Property to Develop Mathematical Fluency
This lesson will develop fluency within students by focusing on mental
math multiplication strategies--specifically distributive property.
Students will be able to utilize the distributive property to efficiently
solve multiplication problems.
Level 4: I can utilize mental math strategies obtain correct answers for
three digit multiplication problems efficiently.
Level 3: I can utilize mental math strategies, specifically
distributive property, obtain correct answers for two digit
multiplication problems efficiently in my head. *
Level 2: I can describe and utilize various mental math multiplication
strategies. *
Level 1: I can quickly recall correct answers to one digit math facts.
● Chart paper and markers
● Whiteboard and markers (black, red, and blue)
● Base ten blocks
● Rubber bands
● Distributive Property Matching Game
(Teacherspayteachers.com)
○ Helps build the fluency in mental math described in
the Level 3 outcome
Overall, these manipulatives and visuals help to present students with
various ways to approach multiplication strategies, increasing
mathematical fluency.
Number Talk
Approximately 10 minutes
1. The teacher invites students to have a seat on the floor
surrounding the easel with chart paper.
2. The teacher writes the math fact 48 x 7 on the chart paper.
3. The teacher prompts student to work quietly and
independently to find an answer, and indicate when they have
an answer by showing a “thumbs up”
4. After about two minutes, or as soon as every student shows a
 “thumbs up,” the teacher regroups the class and asks students
to share their answers.
5. The teacher write every answer given by a student at the top of
the chart paper, even if the answer is clearly incorrect.
a. Students are encouraged to remain silent while their
peers share their answer.
b. Instead, they show a “thumbs up” if they agree with
the student’s answer, or a closed fist if they disagree.
6. If students disagree with an answer, the teacher then facilitates
a discussion, until the majority of the students agree on one
answer.
a. The correct answer is 336
7. Once one answer is decided upon, teacher chooses students to
volunteer to share the strategy they used to reach the answer.
8. As students share their strategy one at a time, the teacher
records each step onto the chart paper, even if incorrect.
a. Again, if students who are not sharing disagree at any
point, they show a closed fist.
b. Anticipated responses include (but not limited to):
i. 48/2=24, 7x2=14
24/2=12, 14x2=28
12/2=6, 28x2= 56
6/2=3, 56x2= 112
112 x 3= 336
ii. (40+8) x (3+4)=48 x 7
So 40(3) + 8(3) + 8(4) + 40(4)= 48 x 7
iii. 50-2=48
So 50(7)-2(7)=48 x 7
iv. 40+8=48
so 40(7)+8(7)=48 x 7
9. The teacher emphasizes there are many possible ways to solve
every math problem, but directs students focus to one specific
technique: distributive property

Instructional Activities Approximately 30 minutes.

1. The teacher will distribute base ten blocks to each student,
 along with a Multiplication Mat for base ten blocks.
2. The teacher will ask students to model 23x4 on the mat with
the base ten blocks. Simultaneously, the teacher will sketch the
model out onto the whiteboard.
a. The teacher explains the four “ones” on the side of the
chart “multiply” with each section of the 23 blocks
(two tens, three ones).
i. Ex) The four “ones” multiplied by one “ten”
block creates four “tens”
b. Example:

23

c. 4
3. After modeling this problem with manipulatives, the teacher
will walk the students through solving the problem as a class.
4. The teacher writes 23x4 on the whiteboard, and begins
vocalizing his/ her thinking.
a. Example narrative:
i. The teacher explains how he/she does not
know the multiples of 23 off the top of his/her
head, and would like to break the problem
down into “easier” numbers.
ii. The teacher explains how 20 seems like a
 “friendlier” number than 23, and starts
multiplying 20 by 4 to get 80.
1. The teacher then asks a student to
volunteer to come to the whiteboard
and circle the section of the base ten
chart which models this section of her
strategy with a red marker.
2. On their own papers, the students will
place a rubber band around this
group.
a. Anticipated response: The
student circles the 8 ten
blocks.
iii. He/she then explains 23-20=3, meaning there
are also 4 groups of 3, making 12.
1. The teacher asks for a student to
circle the section on the base ten
chart demonstrating this step in a
blue marker.
2. On their own papers, the students will
place a different color/size rubber
band around this section.
a. Anticipated response: The
student circles the 12 one
blocks.
iv. Finally, he/she adds 80 and 12 together to get
92.
1. The teacher vocalizes the connection
between the base ten block chart and
the abstract version of the problem by
stating the answer comes from
combining the values of the red circle
and blue circle.
5. The teacher defines these two ways of thinking of this problem
as utilizing the Distributive Property of Multiplication.
6. Students will receive more practice with the Distributive
 Property of Multiplication by playing a Distributive Property
matching game in pairs.
a. Students will receive a set of cards (example at end of
lesson plan) to share with a partner.
b. The cards will be spread out and flipped upside down
on a surface.
c. Partners will take turn flipping a card over, thinking
about what its potential “match” may be, and then
flipping another card over (either randomly or from
memorization) to find a match of two cards.
d. The partner with the most correct matches at the end
wins.
e. This game gives students practice with the
Distributive Property and quick mental math.
f. The teacher will walk around the room and observe
each pair’s game play.

Closure Approximately 10 minutes

1. The teacher asks each student to create their own
multiplication problem, and solve it using the Distributive
Property as their first strategy.
2. Then, students take turns presenting their problem and the step
by step of how they solved it to their tablemates.
3. Finally, students are handed a worksheet with the problem
142x110 on it.
a. Students have until the end of class to try to apply the
distributive property to this problem, with three digits.
b. The teacher uses this problem to preview the next
day’s lesson, which will teach the Extended
Distributive Property.

Differentiation 1. Different types of learners

a. Visual
i. The teacher presents each strategy on chart
paper or the whiteboard.
b. Kinesthetic
 i. Students have the opportunity to move around
manipulatives (base ten blocks) and group
them with rubber bands.
c. Auditory
i. Students have the opportunity to vocalize their
ways of completing the problem they created
using the distributive property, while also
hearing the approaches of their peers.
2. Differentiating for different levels of fluency
a. The review of the new strategy has students building
their own problem to solve, allowing students to self-
differentiate based on their current level of confidence
with the strategy.
i. A student who feels less confident may
choose basic numbers, like 10 and 20.
ii. A student who feels more confident may
choose a three digit number to challenge
themselves.

Accomodations Depending on the severity and type of special needs, the teacher may
employ a peer-tutor system. A peer-tutor system allows a high-
succeeding student to mentor a peer with special needs through this
lesson. For example, the tutor student may aid the student in utilizing
manipulatives during the base ten block chart. Or, the peer tutor may
work together and hold a discussion with the student with special
needs while deciding what their created problem should look like.
Additionally, a co-teacher or special education teacher may be present
in the classroom to provide one-on-one support to the student in this
lesson, since many parts require independent thinking and
vocalization.

Modifications Depending on the severity and type of special needs, the teacher may
focus on helping the student with special needs meet a lower outcome
for the day, such as level one or level two.

However, ideally, the student with special needs will keep pace with
 their peers, through whatever means necessary. Their level 3 outcome
may be focused less on efficiency and mental math, and more on
taking whatever time necessary to reach the correct answer in a
manner efficient for them.

Assessment (Formal/Informal)
1. Showing “thumbs up” and closed fist during the number talks
to check for comprehension and understanding of
multiplication facts and strategies (Levels 1 and 2)
2. Students volunteer to vocalize their strategies to teacher during
number talks (Levels 1 and 2)
3. Students model the multiplication problem presented with
blocks and rubber bands, demonstrating understanding of the
Distributive Property (Levels 2 and 3)
4. Students volunteer to answer teacher’s question at the board
about Distributive Property(Level 3)
5. Students play matching game to practice using Distributive
Property quickly (Level 3)
6. Students create their own Distributive Property problem, and
vocally share with peers the step-by-step of how they solved it
(Level 3)
7. Students complete worksheet to expand their knowledge of
Distributive Property and present a new challenge with 3 digit
number multiplication (Level 4).
Example of Distributive Property Matching Game