Understanding The Commutative Property and Inverse Operations Unit of Study: 2 Global Concept Guide: 7of 7

Content Development  The commutative property will need to be embedded through out all lessons with in this GCG.  Students will need to build arrays in order to discover the inverse relationship of multiplication and division.  Students should grow comfortable solving division problems using multiplication equations with missing factors.  Provide students with multiple opportunities to relate various models to story problems and equations.

Day 1  Students should be able to use models to show related multiplication and division facts. Example:

Day 2  Students should solve division problems with related multiplication facts. Example: Jose’ had 24 model cars. He wants to arrange them neatly on his shelf. He puts them in rows of 6. How many rows does he need? _____ X 6 = 24 or 24 ÷ 6 = _____

Day 3  By the end of day three, students should be able to generate multiplication and division equations using:  Arrays  Equal groups  Linear models  Story problems Example:

Enrich/Reteach/Intervention Reteach- students are struggling with relating multiplication and division you can use die cut circles/paper plates and counters to have them create equal groups. This can be shown by giving the number of equal groups and then the total number of items to be put into equal groups, helping them make the connection between multiplication and division. Enrich- Students can be given equations and write their own story problems to match.