Teacher gives the students a final expression 4 3 2. Teacher adds the student work to the chart paper. Students build each addend using snap cubes and determine the sum. Teacher gives the students another expression 2 4 3. Teacher records the student work on chart paper. For example, the teacher provides the expression 3 2 4.Instruction provides opportunities to build equations with three addends in multiple orders to explore the concept of the commutative property.Would the same thing happen if we used three different number cards? Would we be able to create equations in which the addends are in different orders? Would the sum be the same no matter the order in which we add the addends? How are the equations the same? Students should conclude that the sum is always the same no matter the order in which the addends are added. After students have finished solving the equations, they answer and discuss the following questions: How are the equations different? Students should discuss how the order of the addends is different in each equation. For example, students choose three numbers from a set of number cards and create the equations below.Students solve all equations and then discuss how they are similar and different. ![]()
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