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Transcript of The Distributive Property and Power Point Presentations An Action Research Project By Linda Faulk,...
The Distributive The Distributive Property and Property and Power Point Power Point
PresentationsPresentationsAn Action Research ProjectAn Action Research ProjectBy Linda Faulk, Davena Burns-Peters, & By Linda Faulk, Davena Burns-Peters, &
Katheryn RedKatheryn Red
OverviewOverview 2 Algebra I classes at Colton High 2 Algebra I classes at Colton High
SchoolSchool
Difficulties with Distributive PropertyDifficulties with Distributive Property
Series of Power Point presentations to Series of Power Point presentations to reteach and give practicereteach and give practice
Weekly quizzes to assess students’ Weekly quizzes to assess students’ progressprogress
Literature ReviewLiterature Review
Research QuestionResearch Question
Do variety in Do variety in lessons, using sound using sound and animation in Power Point and animation in Power Point instructioninstruction, assist with the learning assist with the learning of the distributive property?of the distributive property?
SubjectsSubjects
Used a beginning quiz to determine Used a beginning quiz to determine who was having difficulty with the who was having difficulty with the propertyproperty
18 students from two Algebra I 18 students from two Algebra I classes at Colton High Schoolclasses at Colton High School
Range from ninth to twelfth gradesRange from ninth to twelfth grades
Students’ ProblemsStudents’ Problems
One of three types of errors were One of three types of errors were made.made.
Correct Example: Correct Example:
3 (x + 1) = 3 * x + 3 * 1 = 3x + 33 (x + 1) = 3 * x + 3 * 1 = 3x + 3
Student Answers: Student Answers: 3 (x + 1) = 3 * x + 1 = 3x + 13 (x + 1) = 3 * x + 1 = 3x + 1 3 (x + 1) = 3 * 1x = 3x3 (x + 1) = 3 * 1x = 3x 3 (x + 1) = 3 * x + 3 = 6x3 (x + 1) = 3 * x + 3 = 6x
Action!Action! 3 Power Point presentations3 Power Point presentations
The lesson as a whole consisted of a review of vocabulary, a lesson about it, and several examples that were copies from the adopted textbook from the district. Problems were given to students the next day to complete.
The second lesson demonstrated the distributive property being completed using an area model. Two days later, they were given problems to complete.
The final Power Point lesson was given one week later and immediately upon completion the students were given a problem to complete.
Weekly quizzesWeekly quizzes
The Why, What and How….
Part 1 of a series by Mrs. Faulk
Distributive Property
Distributive Property
For any numbers a, b, and c,
a(b + c) = ab + ac
a(b - c) = ab - ac
For any numbers a, b, and c,
a(b + c) = ab + ac
a(b - c) = ab - acWhen a number or letter is separated by parentheses and there are no other operation symbols – it means to distribute by multiplying the numbers or variables together.
Find the sum (add) or difference (subtract) of the distributed products.
Use the Distributive Property
Use the Distributive Property
For any numbers a, b, and c,
a(b+c) = ab+bc
Our problem is 3(x + 1) and our result is now
ab+ac3(x) + 3(1)= 3x + 3,
Remember, this cannot be simplified because 3x is not the same kind of term as 3, they are NOT like terms
For any numbers a, b, and c,
a(b+c) = ab+bc
Our problem is 3(x + 1) and our result is now
ab+ac3(x) + 3(1)= 3x + 3,
Remember, this cannot be simplified because 3x is not the same kind of term as 3, they are NOT like terms
Multiply 3 times x and then multiply 3 times 1, then add
them together.
Multiply 3 times x and then multiply 3 times 1, then add
them together.
1,,3 now cxba
Multiply 3(x + 1)
Another one of Mrs. Faulks’ Fun and Exciting PowerPoint Lessons
Try Another:
2(3X - 1)
STEP 1: DRAW A RECTANGLE
STEP 2: COUNT HOW MANY TERMS YOU HAVE
MULTIPLY 2(3X - 1)
1 TERM 2 TERMS
LET’S TRY A PROBLEM
STEP 3: SECTION YOUR RECTANGLE INTO NUMBER OF TERMS. YOUR LENGTH HAS 1 TERM: 2, YOUR WIDTH HAS 2 TERMS: (3X - 1)
MULTIPLY 2(3X - 1)
43X-1
STEP 4: FIND THE AREA OF EACH SECTION AND COMBINE
2
=6X
=-2
AREA = 6X - 2
X32
12
Distributive Property
Use the same concept that was applied with multiplication of integers, think of the first factor as the counter.
The same rules apply 2(X+1)
Two is the counter, so we need
two rows of (X+1)
Let’s try a problem• The counter indicates how many rows to
make. It has this meaning if it is positive.
X1
1
X
X X
1 1
2X + 2
2X + 2
2(x + 1) = means two rows of (x + 1)
Row 1
Row 2
Data Collection and Data Data Collection and Data AnalysisAnalysis
Initial Unsuccessful Students: Total Students
Far Below Basic
Below Basic Basic
Gender: Male 13 5 6 2
Female 5 1 4
Ethnicity: White 3 2 1
African-American 2 1 1
Hispanic 13 3 8 2
Grades; 9 8 1 5 2
10 3 3
11 2 1 1
12 5 4 1
Results and DiscussionResults and Discussion
Results of quiz prior to the first Power
Point lesson
Student Results after the
first Power Point
Student results after the Second
Power Point lesson
Student results after the
Third Power Point
lesson
# Students # Students # Students # Students
Students successful 58 58 64 66
Students Exhibiting Error Type 1 10 10 8 5
Students Exhibiting Error Type 2 5 3 3 1
Students Exhibiting Error Type 3 3 4 1 2
ConclusionsConclusions
50% of students improved50% of students improved Other factors Other factors Further researchFurther research
ReferencesReferences