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Subject: Mathematics
Semester: 1
Period: 3
Week: 16
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Distributive and Identity Properties
Sub-topic: Distributive Property, Multiplicative Identity, Zero Property
Learning Objectives
By the end of the lesson, students should be able to:
State and apply the distributive property
Demonstrate the identity property of 1
Demonstrate the zero property of multiplication
Previous Knowledge
Students already know multiplication facts and basic grouping.
Instructional Materials
Mathematics textbook, dot arrays, charts, counters
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes 5 × (2 + 3) and asks students to predict the answer. Teacher then expands to 5 × 2 + 5 × 3.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher explains distributive property: a(b + c) = ab + ac. Example: 7(4 + 2) = 7 × 4 + 7 × 2 = 42.
Teacher explains multiplicative identity: a × 1 = a. Example: 45 × 1 = 45.
Teacher explains zero property: a × 0 = 0. Example: 62 × 0 = 0.
Learners’ Activities (Expanded):
Students practice solving distributive property problems using dot arrays.
Students create foldable charts for properties.
Students demonstrate identity and zero properties with counters.
Assessment Checks:
Solve 6(3 + 5), 18 × 1, and 45 × 0.
Notes (Expanded & Detailed):
The distributive property helps break large problems into smaller parts. Identity property of 1 shows multiplication by 1 keeps the number unchanged. Zero property shows that any number multiplied by 0 equals 0.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews distributive, identity, and zero properties with examples.
Evaluation Method (Expanded):
Exit slip/quiz: Solve 4(6 + 3), 57 × 1, 120 × 0.
Assignment (Expanded):
Practice 10 distributive property problems from the textbook.
Follow-up Activity:
Students write real-life examples of identity and zero property.
Differentiation / Inclusive Strategies
Weaker students use visual aids, stronger students solve more complex distributive problems.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low