### Lesson plan

# Associative Property of Multiplication

Need extra help for EL students? Try the
Explore the Associative Property of Multiplication
pre-lesson.

#### Learning Objectives

Students will be able to apply the associative property to multiply single-digit factors.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(5 minutes)*

- Ask students what the word
**associate**means. Use it in a sentence. For example, "I associate with Matthew during recess," or "We often associate the color blue with sadness." Give students a moment to discuss the word with peers. - Call on a few students to give a definition for the word
**associate**and then develop a meaning with the class (i.e. joined or connected) - On the board, draw a quick picture to illustrate the word (i.e. draw two people holding hands)
- Explain: Today we are going to explore the
**associative property of multiplication**. - Write the name of the property on the board and underline the word
**associative**.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Remind students that we can group numbers using parentheses.
- Explain: The
**associative property of multiplication**states that an equation will have the same product regardless of how the factors are grouped. - Write the definition on the board for student reference.
- Give an example, like
**(2 x 5) x 8 = 2 x (5 x 8)**. Solve each equation and show the students the product for each is 80. - Point out that the factors are the same, and in the same order, but they are grouped differently.
- Write a second example on the board, like
**3 x (2 x 4) = (3 x 2) x 4**. Then solve. - Summarize: When solving multiplication problems, factors can be grouped in any combination and it will not change the product. This is called the
**associative property of multiplication**.

#### Guided Practice

*(10 minutes)*

- Pair students with a partner.
- Hand out strips of paper, four pieces of macaroni pasta, and glue to each set of partners.
- Have students work with their partner to write an equation with three matching factors on either side of the equal sign (i.e.
**4 x 5 x 6 = 4 x 5 x 6**) leaving room between numbers. - Instruct students to use their macaroni as parenthesis and glue them into their equation so that it illustrates the associative property ( i.e.
**(4 x 5) x 6 = 4 x (5 x 6)**) - Instruct partnerships to solve each side of the equation and discuss their conclusion about the placement of the parentheses.

#### Independent working time

*(20 minutes)*

- Hand out the It’s Associative worksheet.
- Complete the first problem with the class, then instruct students to complete the worksheet independently.
- Circulate as students work and offer support as needed, then review the worksheet as a class.

#### Differentiation

**Support:**

- Provide partially completed problems, with parentheses around one set of factors, and have students add in parentheses to show the associative property.

**Enrichment:**

- Have students use the internet to research other properties of multiplication.

#### Assessment

*(5 minutes)*

- Have students make a comic or picture equation showing the associative property (see resources for an example).
- Collect and check for understanding.

#### Review and closing

*(5 minutes)*

- Ask students, "What does the associative property help us understand about multiplication?"
- Discuss answers as a class.
- Some answers might include: Factors can be grouped in any combination, the product doesn’t change as long as the factors are the same, and multiplication has similar properties to addition.