This document discusses using the distributive property to break down multiplication problems into simpler parts. It provides examples of breaking numbers like 5 and 8 into addends to distribute the multiplier, like breaking 5 into 3 and 2 or 8 into 2 and 6. Students are guided to apply this skill to example problems, recognizing that if a number is broken into addends, the full number must be distributed to both addends.

1. Mission – Objective
I will use the distributive property to break apart
problems into simpler problems.

2.  What if I didn’t want to multiply 7 x 5?
 Well I could break one of the numbers into smaller
parts
 Let’s try with the 5, how about 3 and 2
 We could do 3x7 and 2x7
 3x7=21 and 2x7=14
 If we add them together we get 35
 And is that the same as 7x5?
 IT IS!

3.  Let’s look at question number 1
 It say 6x8 = (6x4) + (6x_)
 We know that the 6 stayed the same, but what about
the 8?
 If it has 6x4 on one side what is going to be on the
other side?

4.  That’s right students!
 If the 6 stayed the same and the 8 was broken into a 4,
then the other part must also be a 4
 So now we know that 6x8 = (6x4) + (6x4)
 And that is the same as 24 + 24 =48
 Now complete questions 2 and 3 in your math
journals

5.  Look at Independent Practice questions 25-28 on page
66
 This time it shows on question 25
 (8x2) + (8x4) = 8 x_
 Well the 8 is the same in each bracket
 And the other numbers are a 2 and a 4
 What could that mean?

6.  Now complete questions 26,27, and 28