• Study Resource
• Explore

Survey

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Transcript
```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__
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__
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 Multiplication
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