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COMMUTATIVE AND ASSOCIATIVE PROPERTIES By Rhonda Chalone Commute on a bus, or in a car__ Walkin’ down the street if I don’t go far__ If I’m first, second, last, doesn’t matter where I be We all get to the same place, you can see. Commutative Property, that’s the trick__ Any spot in the line, I can pick__ Add ‘em all up, the answer’s the same Only 2 to multiply, it’s the same game Commutative Property, that’s the trick__ Any spot in the line, I can pick__ At the grocery store__, I buy 10 things One at a time, the scanner dings__ Doesn’t matter what order they get run through It’ll cost the same; no matter what I do Commutative Property, that’s the trick__ Any spot in the line, I can pick__ Add ‘em all up, the answer’s the same Only 2 to multiply, it’s the same game Commutative Property, that’s the trick__ Any spot in the line, I can pick__ My group, my homies, my associates__ The people I hang with as a click__ We’re all together, no special spots__ We stick together, no matter what! See a group, it just might be The Associative Property__ Hang it here__, or over there__ If the answer’s the same, I won’t care. __ See a group, it just might be The Associative Property__ 2007 Hip Hop Math Project COMMUTATIVE AND ASSOCIATIVE PROPERTIES Classroom Activity Created By: Rhonda Chalone Materials: Commutative and Associative Properties rap lyrics or Overhead Recording of – Commutative and Associative Properties rap OR Hip Hop Instrumental Track Commutative and Associative Property cards (ComAssocCards.pdf) • • • Listen to the rap Teach the rap by having the class echo you phrase by phrase (2 lines at a time) Practice saying the rap with a background hip hop track or the recording • • Divide class into various sized groups (groups of 2, 3, and more) Each student gets a number (writes it big on a piece of paper or has a card with a number on it) Each group has a student whose number is the answer, thus, as a group they should figure out if they are adding or multiplying their numbers. Each group should be told if they are representing the Associative or Commutative Property Students that wish to show parentheses (for grouping) should put their arms around the people’s shoulders) Students practice at least 2 different orders of their equation. Students then “perform” their equations for the class and the class names the appropriate property represented – o Associative Property of Addition o Associative Property of Multiplication o Commutative Property of Addition o Commutative Property of Multiplication. • • • • • Assessment Option – To use as an assessment, students in the “audience” could have 4 different cards (one with each property name, (ComAssocCards.pdf)) that they hold to their body. When the teacher asks for their answer, they put the card they believe is the answer in front of the pack of 4 cards and displays it in front of their body to the teacher. This lesson/activity addresses the following WSAS Math Standards: A.4.2 Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models F.8.5 Recognize and use generalized properties and relations, including commutativity and associativity of addition and multiplication This lesson/activity addresses the following MUSIC Standards: A.4.1 Sing (on pitch) and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo. H.4.2 Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music 2007 Hip Hop Math Project