Design your own equation on distributive property and associative property then explain how you will assist intermediate phase learners by giving solutions to each equation.

Question: Design your own equation on distributive property and associative property then explain how you will assist intermediate phase learners by giving solutions to each equation.

Here is an equation on the distributive and associative properties:

(a + b) * c = a * c + b * c

This equation shows how the distributive property can be used to multiply a sum by a number. For example, if we want to multiply 5 + 3 by 2, we can use the distributive property to do the following:

(5 + 3) * 2 = 5 * 2 + 3 * 2 = 10 + 6 = 16

We can also use the associative property to rearrange the order of the numbers in a multiplication equation without changing the answer. For example, the following two equations are equivalent:

(a + b) * c = a * c + b * c
a * (b + c) = a * b + a * c

This means that we can multiply a number by a sum in any order that we want, and we will still get the same answer.

Here is how I would assist intermediate phase learners by giving solutions to each equation:

For the distributive property equation:

• I would start by explaining the concept of the distributive property in a way that is easy for intermediate phase learners to understand. I might use a visual aid, such as a number line or an array, to help students understand how the distributive property works.
• Once students have a basic understanding of the distributive property, I would work with them to solve a few practice problems. I would start with simple problems and then gradually increase the difficulty as students become more comfortable.
• I would also provide students with opportunities to explain how they solved the problems. This would help me to assess their understanding of the distributive property and to identify any areas where they need additional support.

For the associative property equation:

• I would start by explaining the concept of the associative property in a way that is easy for intermediate phase learners to understand. I might use a real-world example, such as adding up the number of apples in a bag, to help students understand how the associative property works.
• Once students have a basic understanding of the associative property, I would work with them to solve a few practice problems. I would start with simple problems and then gradually increase the difficulty as students become more comfortable.
• I would also provide students with opportunities to explain how they solved the problems. This would help me to assess their understanding of the associative property and to identify any areas where they need additional support.

I believe that all intermediate phase learners can be successful in learning about the distributive and associative properties. By providing students with clear explanations and opportunities to practice, I can help them to develop a strong understanding of these important concepts.

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