# Math Module 1 Lesson 16 Use the Distributive Property to find related multiplication facts.

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<p>Math Module 1 Lesson 16</p>
<p>Math Module 1Lesson 16Use the Distributive Property to find related multiplication facts. Multiply by 4 Pattern Sheet2 minutesEndThis sand timer will start on a mouse click anywhere on the slide. The sand will drain from the top section to the lower section and when completed will show the word End.</p>
<p>To change the timings of this timer, you need to enter the animation settings, and change the timings for the Isosceles Triangles. There will be 2 that need changing (to the same amount) one animates the top triangle emptying, whilst the other animates the bottom triangle filling.</p>
<p>When you change the timings these have to entered as a number of seconds.</p>
<p>24 x 7 = Lets skip-count to solve. Skip Count by 4s</p>
<p>48121620244 x 7 = 2828Skip Count By 2s To 20 24681012141618 20Skip Count by 3s to 30 369121518212427 30Skip CountTape Diagram ReviewWrite an addition sentence for this tape diagram:8 + 8 = 16Tape Diagram ReviewWrite a multiplication sentence for this tape diagram:2 x 8 = 16Tape Diagram ReviewWrite a multiplication sentence for this tape diagram:8162 x 8 = 16Problem of the DayMs. Williams seats students in 4 rows of 7when she teaches at Board 1:</p>
<p> XXXXXXXXXXXXXXXXXXXXXXXXXXXX</p>
<p>4 x 7</p>
<p>Use the Commutative Property to show how she seats them when she teaches at Board 2.</p>
<p>Problem of the DayBoard 2:</p>
<p>XXXX XXXXXXXXXXXXXXXXXXXXXXXX</p>
<p>7 rows of 4!7 x 4</p>
<p>Problem of the DayBonus!!!</p>
<p>On Monday 6 students are absent. How many students are in Ms. Williams class on Monday?</p>
<p>4 x 7 = 2828 - 6 = 22</p>
<p>There are 22 students in class on Monday!</p>
<p>Concept Development</p>
<p>Talk to your partner about how to box an array that shows:</p>
<p>(5 x 4) + (1 x 4)</p>
<p>What fact does the whole array represent?</p>
<p>6 x 4Concept Development</p>
<p>Talk to your partner about how to box an array that shows:</p>
<p>(5 x 4) + (2 x 4)</p>
<p>What fact does the whole array represent?</p>
<p>7 x 4Concept Development</p>
<p>Talk to your partner about how to box an array that shows:</p>
<p>(5 x 4) + (4 x 4)</p>
<p>What fact does the whole array represent?</p>
<p>9 x 4Concept DevelopmentWhat math fact did we use to solve all 3 problems?5 X 4</p>
<p>Discuss with your neighbor: Why did we use 5 x 4 to solve all three problems?</p>
<p>Concept DevelopmentAnd the answer is ..</p>
<p>Because 5sare easy to solve!Concept DevelopmentWhat multiplication fact does this array represent?</p>
<p>8 x 4</p>
<p>Use the 5s strategy to solve this problem8 fours5 fours3 foursTrue or False: In 5 x 4 & 3 x 4 the size of the groups is the same.True201232PROBLEM SETThe key is in how YOU look at it!</p>

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