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Subject: Mathematics
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Commutative and Associative Properties
Sub-topic: Addition and Multiplication Properties
Learning Objectives
By the end of the lesson, students should be able to:
State and apply the commutative property
State and apply the associative property
Solve problems using these properties
Previous Knowledge
Students already know how to add and multiply numbers.
Instructional Materials
Mathematics textbook, counters, number cards, poster charts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes 3 + 4 and 4 + 3 on the board. Students solve both and compare results. Teacher asks: Did the order change the answer?
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher explains commutative property: a + b = b + a, a × b = b × a. Example: 6 + 9 = 15, 9 + 6 = 15.
Teacher explains associative property: (a + b) + c = a + (b + c). Example: (2 + 3) + 4 = 2 + (3 + 4) = 9. Similarly for multiplication.
Learners’ Activities (Expanded):
Students use counters to rearrange numbers in addition and multiplication.
Students form groups and create posters showing both properties.
Students solve sets of problems applying properties.
Assessment Checks:
Check student solutions: 7 + 8 = 8 + 7, (5 × 2) × 3 = 5 × (2 × 3).
Notes (Expanded & Detailed):
Properties in mathematics help simplify calculations. The commutative property shows that order does not matter in addition and multiplication. The associative property shows that grouping does not change results in addition and multiplication.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews commutative and associative properties.
Evaluation Method (Expanded):
Exit slip/quiz: Solve (3 + 7) + 5 and 7 + (3 + 5). Compare answers.
Assignment (Expanded):
Find 5 examples each of commutative and associative properties from the textbook.
Follow-up Activity:
Students create number sentences at home to test the properties.
Differentiation / Inclusive Strategies
Provide counters for tactile learners. Assign advanced students to explain examples to peers.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low