I distribute Cornell Notes. I ask students to raise their hand if they remember learning about the distributive property last year. About half of the students in each class raise their hand. Then I ask, “who remembers learning about it, but has now forgotten how to do it or when to use it?” Many students raise their hand. This tells me that students are becoming braver about being honest about their capabilities. The participation of 7th graders is notoriously low at the beginning of the year and it is a good sign that it is improving.
We begin by defining the word addend as the numbers inside the parentheses. I also point out that the numbers inside of the parentheses will not always have “plus” signs, sometimes they might see “minus” signs.
Next I evaluate the numerical expressions written along the left side-margin on their Cornell notes. First I ask students to help me evaluate using order of operations. We add the two numbers inside the parentheses (5 + 9 = 14) and then I ask, “What operation do we need to perform on 2, outside the parentheses and the 14 we just calculated?” Students correctly answer “multiplication” or I let the know this and ask them to write it into their notes. We get a result of 28. One the second example of the same numerical expression, I show students how to distribute the 2 to each of the addends inside the parentheses ( 2(5+9) = 2*5 + 2*9 = 10 + 18 = 28) and the fact that we get the same answer as the first example. Then I ask, “what if I multiplied by the first addend only, would it still be equal to 28?” This gets students thinking about one of the most common errors made when distributing, not multiplying by the first second addend. Since this is a common mistake, students are asked to always make sure they check their work when distributing by FIRST making sure they multiplied by the first addend (MP6).
We run through each of the algebraic example, showing the distribution with arrows (as shown in attached image) as well as using a visual organizer.
Lastly, students are assigned numbers 1 – 23 or 24. These numbers are entered into a random number generator to assign groups working in booths. After all booth seats have been assigned, students who are left are welcomed to work in groups in the center of the room.
Он знал, что это трюк. Корпорация Нуматек сделала очень крупную ставку на новый алгоритм Танкадо, и теперь кто-то из конкурентов пытается выведать ее величину. - У вас есть ключ? - сказал Нуматака с деланным интересом.