Creative Way to Teach Distributive Property

As we are getting closer and closer to Thanksgiving...... I thought I would reintroduce this blog.  Enjoy!

The following is a great GED Math help activity on distributive property.

Yesterday I was introducing the concept of distributive property and needed to come up with a quick activity to help explain.  I have found that with most of my adult students, and I am sure it it also true with younger learners, understanding and simplifying an expression that contains the Distributive Property is difficult and confusing.  This is especially true for those prepping for the the GED Math test.

So, I decided to try to come up with a way to make the lesson more meaningful and concrete.  Here is what I did.... and not only did my students enjoy the activity.... but I think they GOT IT!

1.  I showed an example of distributive property on the overhead.  i. e.    4(x+2)

2.  I explained how to determine if it truly was a distributive property problem.  You have a set of parentheses, inside the parentheses you have two terms, the terms are separated with either a "+" or "-", and there is a term directly on the left side of the parentheses.

3.  Once they 'kind of" understood the components of a distributive property problem, I created a "nonsense" example for them.  Because we are so close to Thanksgiving, we decided to "distribute" 2 turkeys to Sally and Peter.  I set up the problem as follows:

2t (Sally + Peter)

The result was 2ts (two turkeys for sally) + 2tp (two turkeys for peter)>>>>    2ts + 2tp

We did several examples where we distributed "real" items.  After about 3 examples they began to understand....

4.  Once the students understood, I then took out the second person and added a number instead.  We distributed 3 pumpkins (3p) and practiced the idea of multiplying the factor by the sum of the terms inside the parentheses

3p (s + 2)  >>>  (3p)(s)  +  (3p)(2)  =  3ps + 6p

Sally got three pumpkins + six pumpkins

Tomorrow we will continue to practice using some great GED Math Worksheets.

GED Algebra: Order of Operations (PEDMAS)

It is important that you understand the order of operations. If you think back, you may remember the phrase "Please Excuse My Dear Aunt Sally". First complete everything within brackets or parentheses. Second, simplify exponents. Third, do any multiplication or division from left to right. Finally, do any addition or subtraction from left to right.



Example: 4+6x2=?

First multiply 6 and 2. 

Add 4 to the product of 12.

Your answer is 16. Can you come up with an example?

GED Math Videos

If you are one of those many individuals who like to learn math via videos, check out www.worksheetsdirect.com.

They are continually adding short (2-5min) videos on various math topics.  Perfect for students who need to view a concept a couple of times.

It is also a great site for GED math help worksheets and quizzes.

GED Math Help- Small Group Instruction

One GED math help concept I taught this week was on reducing fractions.  Some students had difficulty understanding the idea of divisibility rules (for 2, 3, 5, and 10).  We went through many problems and many of them were still confused. 

I taught the concept of finding common factors.... and choosing the greatest common factors.... or at least using a common factor.  They were still confused.

Until one student said," When I was in school (way back when...) they told us to think about splitting the number in halves or thirds."

That the students understood. So we practiced the idea of "can we split BOTH numbers evenly in half, in thirds, in fifths, in tenths.  They finally understood reducing AND they understood that in simplifying a fraction such as 4/6 they were indeed dividing it by 2/2.

Be open to what your students have to say.  This "method" of teaching reducing fractions is something that I know I will use again.

reducing fraction worksheets

GED Math Help

It's been three weeks into school and busy!  Seems there are just as many "out of work" or "don't have a diploma" adults visiting our Center.  All are anxious and all just want to learn the skills and either move on or pass the GED Math Test.

This Fall I am focusing again on small group math instruction within a lab environment.  Why you might ask?  That is a good question.  The answer is two-fold.

First, it is a matter of money.  As we all know, money for education keeps getting tighter and tighter.  I am trying to be creative in how the Center is being used and hoping that offering individual and groups of instruction will be appealing to many students.

Mostly, though, it is because I have found that there are a large group of individuals who like the group setting.  They get direct instruction and then have the time to practice skills on their own.

For math, I have been using worksheets from www.worksheetsdirect.com   Its a great site.  I included an image below of a sample worksheet. 

GED Math Help: Adding Mixed Numbers