Taking Apart 1

Numbers and
Shapes
Area Models and Rectangles

Lesson Overview
This lesson begins with an open-ended activity designed to engage students in thinking about
different and equivalent ways to represent the number 24. Students then rewrite the product of two
factors as a factor times the sum of two or more terms, leading to the formalization of the Distributive
Property. Throughout this lesson, students decompose and compose numeric expressions to create
equivalent representations.

Grade 6 Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.
2. Write, read, and evaluate expressions in which letters stand for numbers.
b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient);
3. Apply the properties of operations to generate equivalent expressions.

Essential Ideas
• Equivalent expressions can be rewritten using properties.
• The area of a rectangle is the product of its length and width.
• An area model of a rectangle with side lengths a and (b 1 c) can be used to illustrate the
Distributive Property.
• The Distributive Property states that for any numbers a, b, and c, a(b 1 c) 5 ab 1 ac.

LESSON 1: Taking Apart Numbers and Shapes • M1-7A

 Lesson Structure and Pacing: 1 Day
Engage
Getting Started: Form of 24
Students create different numeric expressions for the number 24 and then compare and analyze
the numeric expressions created by their peers. This open-ended activity is designed to engage
students in thinking about different and equivalent ways to represent the number 24.
Develop
Activity 1.1: Connecting Area Models and the Distributive Property
Students rewrite the product of two factors as a factor times the sum of two or more terms,
leading to the formalization of the Distributive Property. Students decompose factors and
products into equivalent representations.
Activity 1.2: Interpreting a Real-World Situation Using the Distributive Property
Students are presented with a real-world situation in which they have to make decisions about
splitting up a region to accommodate three different activities. They represent their model using
the Distributive Property and then explain their rationale.
Demonstrate
Talk the Talk: Recognizing the Distributive Property
Students are presented with five number sentences using the Distributive Property, and they must
determine whether each statement is true or false. If the statement is false, they are asked to
make the necessary corrections.

M1-7B • TOPIC 1: Factors and Area

Getting Started: Form of 24 ENGAGE

Facilitation Notes
In this activity, students create different numeric expressions for the same
number. This is an open-ended activity that is designed to engage students
in thinking about different and equivalent ways to represent the same
number.

Ask a student to read the definition of numeric expression aloud. Have students
work individually on Question 1 to write their own numeric expressions.
Circulate as they work to observe the types of expressions they write.
Differentiation strategy
For students who may struggle to generate even one numeric expression,
provide students with 1–2 examples to start or suggest a specific
operation to use.
As students work, look for
• Common ways students wrote each numeric expression.
• The use of addition, subtraction, multiplication, or division as an
operation.
• Different types of numbers, e.g., fractions, decimals.
• The use of grouping symbols.

Question 2 directs students to share their answers and make a list of

responses on the board. Create a class representation of different unique
numeric expressions.
As students work, look for
• The different ways students thought about numeric expressions. Did
a student use the same strategy each time, or did he use a variety of
strategies?
• The grouping symbols used by students, if any.

As students share, select numeric expressions to identify parts of an expression

using the mathematical language: sum, term, product, factor, and quotient.
Questions to ask
• Do you think that there are more numeric expressions than what we
have listed?
• Do you see one of your numeric expressions written in a different order?
• Are there any expressions where parentheses need to be included to
make it correct?
• Are there any expressions where the parentheses are unnecessary?
• Does any combination of these expressions demonstrate the
Commutative Property?

LESSON 1: Taking Apart Numbers and Shapes • M1-7C

 • Does any combination of these expressions demonstrate the
Associative Property? Could you rewrite any of the expressions that
show a sum of three numbers using the Associative Property?
• What expression could you write that demonstrates the Multiplicative
Identity Property?
• What expression could you write that demonstrates the Additive
Identity Property?
• Which expressions contain just terms? Which expressions contain
just factors?

Summary
There are many different numeric expressions that can be written to equal
the same number.

Activity 1.1
DEVELOP Connecting Area Models and the Distributive Property

Facilitation Notes
In this activity, students decompose given factors to create equivalent
representations, which lays the foundation for the the formalization of the
Distributive Property.

Ask a student to explain how the mathematical sentence 5 3 27 5 135 relates to

the area model shown. Emphasize equivalent ways to represent an expression.
Questions to ask
• What is the difference between an expression and an equation?
• What does ‘area’ mean? Have you ever used area models before?
• What is the shape of this area model?

Have students complete Questions 1 and 2 individually. Share responses as

a class.
Questions to ask
• Why did you split the side length in that way? Did anyone else use
the same strategy?
• What was the area of each of the two smaller regions? How did you
calculate the area of each smaller region?
• Why would the sum of the two smaller regions equal 135 square units
even if you split the total area model differently?
• Would the sum of the areas of the smaller regions ever be something
other than 135 square units?

M1-7D • TOPIC 1: Factors and Area

 Misconceptions
Students may decide to make a diagonal line to split the area. While
correct, discuss that their decision makes two trapezoids instead
of rectangles, and it is much more efficient to use rectangles. Also,
rectangles are required to model the Distributive Property.

Have students complete Question 3 based on their model. Have students

share their answers with their partner or group. Share responses as a class.
Questions to ask
• What does it mean to substitute?
• Why is it important to use parentheses to represent the sum of the
split side?
• How can you test to see if your new equation is equivalent to the
original equation?
• How can you make sure that each side of your new equation
represents the same quantity?
Differentiation strategies
To assist all students, have a discussion about number choices.
• Which numbers make the calculations easier to complete mentally?
• How can you use the area model to demonstrate your mental
math process?

Have students answer Questions 4 and 5 with their partner or group, and
share responses as a class.
Questions to ask
• When is the use of parentheses necessary? What do they indicate?
• Did anyone split the rectangle up into three regions? How does that
change the way you write the corresponding equation using the
Distributive Property?
• Which combination of values is the most efficient one to use?

Ask a student to read the definition of the Distributive Property aloud and
complete Question 6 as a class.
Questions to ask
• What does it mean to distribute something?
• Explain what it is meant by “multiplication over addition.”
• What would a “multiplication over subtraction” problem look like?
• The multiplication symbol is not shown but rather implied. Where is
multiplication implied in a(b 1 c) 5 ab 1 ac.
• What is the purpose of showing the arrows in the example?
Differentiation strategy
To extend the activity, explain the mathematical notation to show the
Distributive Property of Division over Addition and the Distributive
Property of Division over Subtraction.

LESSON 1: Taking Apart Numbers and Shapes • M1-7E

 Ask students to analyze the worked example and read through the different
ways to identify parts of an expression using mathematical language.
Questions to ask
• Are there any other ways to describe either expression in
the equation?
• What if the expression was written as (2 1 15)4? What property states
the two expressions are the same?
• How would you describe 4 ? 2 1 4 ? 15? If you add parenthesis,
(4 ? 2) 1 (4 ? 15), does that change how you describe the expression?
• If you simplified the expression 4 ? 2 1 4 ? 15 to 8 + 60, how would
you describe the new expression?

Ask students to complete Question 7 in pairs or groups and share

responses as a class.
Questions to ask
• Which equations did you write that use the Distributive Property to
allow for easier calculations and mental math opportunities?
• How do you read each side of your equation?

Summary
An area model is used to illustrate the Distributive Property. The Distributive
Property is used to create equivalent expressions.

Activity 1.2
Interpreting a Real-World Situation
Using the Distributive Property
Facilitation Notes
In this activity, students design the floor plan in a gymnasium for different
after-school activities. They represent their model using the Distributive
Property.

Ask students to work with a partner or in groups to complete Question 1.

Share responses as a class.
Questions to ask
• What rationale did you use to split the gym floor to accommodate
the three activities?
• How is the width of the gym floor reflected in your equation?
• How is the area of each activity reflected in your equation?

M1-7F • TOPIC 1: Factors and Area

 • A typical volleyball net spans about 36 feet from pole to pole. Did
you leave enough room to set up the net? If not, how could you
change your diagram and the corresponding equation?
• How does the use of the Distributive Property change when you are
multiplying a single factor by the sum of three numbers?
• Does the sum of the areas of each of the three regions total 4200
square feet?

Summary
The Distributive Property allows you to represent areas in different ways.

Talk the Talk: Recognizing the Distributive DEMONSTRATE

Property
Facilitation Notes
In this activity, students identify when the Distributive Property is used
correctly and used incorrectly.

Have students complete Questions 1 through 5 individually. Have students

discuss their answers with a partner and make any corrections. Share
responses as a class.
Questions to ask
• What was the error in each false statement?
• What is important to keep in mind when you are distributing a factor
over a quantity?
• How do you read each true statement?
• How would you read and describe the left side of each statement
using mathematical terms?

Summary
The Distributive Property can be used to write number sentences with and
without parentheses.

LESSON 1: Taking Apart Numbers and Shapes • M1-7G

 Warm Up Answers
1. 90 square inches
2. 108 square yards

Taking Apart 1
Numbers
and Shapes
Writing Equivalent Expressions Using
the Distributive Property

WARM UP LEARNING GOALS

Calculate the area of each • Write, read, and evaluate equivalent numeric expressions.
rectangle. Show your work. • Identify the adjacent side lengths of a rectangle as
factors of the area value.
1. 6 in. • Identify parts of an expression, such as the product and
the factors.
• Write equivalent numeric expressions for the area of a
15 in. rectangle by decomposing one side length into the sum of
two numbers.
• Apply the properties of operations, such as the Distributive
Property, to rewrite the product of two factors.
2.
KEY TERMS
• numeric expression
9 yd
• equation
• Distributive Property
12 yd

You have learned how to operate with numbers using different strategies. Sometimes taking
apart numbers before you operate can highlight important information or make calculations
easier. How can you use these strategies to express number sentences in different ways?

LESSON 1: Taking Apart Numbers and Shapes • M1-7

C01_SE_M01_T01_L01.indd 7 29/03/17 8:02 AM

LESSON 1: Taking Apart Numbers and Shapes • M1-7

Answers
1. Sample answer.
2 3 10 1 4 Getting Started
634
48
___
2 Form of 24
(10 1 2) 32
2. Answers will vary. Consider the number 24. What comes to mind?

3. The collected set of numeric 1. Write five different numeric expressions for the number 24.
expressions are all
In mathematics, a
equivalent.
group of symbols that
make a mathematical
statement is called
an expression. A
numeric expression
is a mathematical 2. Share your numeric expressions with your classmates.
phrase that contains
numbers and a. Did you and your classmates use common strategies to
operations. write your expressions? Explain.

b. How many possible numeric expressions could you write for

this number?

3. What do you notice about the collected set of numeric

expressions representing 24?

M1-8 • TOPIC 1: Factors and Area

C01_SE_M01_T01_L01.indd 8 29/03/17 8:02 AM

ELL Tip
Students may be unfamiliar with the idiomatic expression “comes to
mind.” Ask students what the word “mind” means, and then talk with
them about what it would mean for something to “come to mind.”

M1-8 • TOPIC 1: Factors and Area

 Answers
1. Answers will vary.
AC T I V I T Y
Connecting Area Models 2. The sum of the area of
1.1 and the Distributive Property the two smaller regions is
equal to the total area of
135 square units.

Consider the equation 5 3 27 5 135.

3a. Sample answers.
An equation is
5(25 1 2) 5 135
a mathematical
An area model to represent the product of 5 and 27 is shown. 5(20 1 7) 5 135
sentence that uses an
The area is 135 square units. equals sign to show
that two or more
27
quantities are the
same as one another.
5

Remember that
an area model is a
Let’s think about other ways to represent this area. rectangular array of
identical rows and
1. Draw a line to split one side length of the area model into identical columns.
two parts to represent the area of 135 square units a
different way. Label the dimensions of the smaller regions
in the area model.

2. Calculate the area of each of the two smaller regions. How

does the sum of the two smaller regions compare to the total Don’t forget
area of 135 square units? to use
parentheses
to group
numbers.

3. Rewrite the original equation 5 3 27 5 135 with an equivalent

equation to represent the model you drew.

a. How can you rewrite the original product by substituting

the sum of the two lengths making up the split side?

LESSON 1: Taking Apart Numbers and Shapes • M1-9

C01_SE_M01_T01_L01.indd 9 29/03/17 8:02 AM

LESSON 1: Taking Apart Numbers and Shapes • M1-9

Answers
3b. Sample answers.
b. How can you rewrite the total area as the sum of the areas
125 1 10 5 135 of the two smaller regions?
100 1 35 5 135
4. Check students drawings.
Sample answers.
5(10 1 10 1 7) 5 50 1
Think about other ways you could split one of the factors and write a
50 1 35 corresponding equation. What would the equation look like if you split
5(20 1 5 1 2) 5 100 1 one of the factors into more than two regions?
25 1 10
4. Mark and label at least 2 more ways you could divide the
5. Sample answer. area model. Write the corresponding equations. Then verify
5 ? 27 5 5(25 1 2) that the sum of the smaller regions is still equal to 135.
5 (5 ? 25) 1 (5 ? 2)
5 125 1 10
5 135

5. Reflect on the different ways you can rewrite the product

of 5 and 27.
Select one of your area models to complete the example.

5 3 27 5 5( 1 ) How did you split the

side length of 27?

5 (5 ? ) 1 (5 ? ) What are the factors of

each smaller region?

5 1 What is the area of

each smaller region?

5 What is the total area?

ELL Tip
Help students M1-10 • TOPIC 1: Factors and Area
differentiate between
the terms expression
C01_SE_M01_T01_L01.indd 10 29/03/17 8:02 AM
and equation. Read the
following statements
aloud. Have students Write an example or counterexample to illustrate.
use thumbs-up or • All equations have equal signs in them.
thumbs-down to • All expressions are equations.
indicate understanding. • All equations include expressions.

M1-10 • TOPIC 1: Factors and Area

 Answers
You just used the Distributive Property!
6. Answers will vary.
7. Sample answers.
The Distributive Property of 5(20 1 7) 5 100 1 35;
Multiplication over Addition states that a 5(10 1 10 1 7) 5
for any numbers a, b, and c,
50 1 50 1 35
a(b 1 c) 5 ab 1 ac.
b c

6. Explain the Distributive Property using the area model shown.

You can also use

grouping symbols
WORKED EXAMPLE
to show that you
need to multiply
An example of the Distributive Property. each set of
factors before
4 (2 1 15) 5 4 ? 2 1 4 ? 15 you add them, partner interviews, or
(4 ? 2) 1 (4 ? 15). perhaps interviews in
You can read and describe the expression 4(2 1 15) in different ways.
groups of three. Each
For example, you can say: student would be
• four times the quantity of two plus fifteen,
responsible for one of
• four times the sum of two and fifteen, or the three statements,
• the product of four and the sum of two and fifteen. and the interviewer
would ask probing
You can describe the expression 4(2 1 15) as a product of two
factors. The quantity (2 1 15) is both a single factor and a sum of  questions about the
two terms. vocabulary and the
specific meaning
7. Write an equation in the form a(b 1 c) 5 ab 1 ac for the other
area models you created in this activity. of the words. For
example, for the
phrase “the product
of four and the sum
of two and fifteen”,
the interviewer could
ask, “What does
the mathematical
LESSON 1: Taking Apart Numbers and Shapes • M1-11
term ‘product’
mean?” When the
C01_SE_M01_T01_L01.indd 11 29/03/17 8:02 AM
correct answer, “two
numbers multiplied
ELL Tip together”, is given,
Students for whom English is a second language will struggle with the interviewer would
describing mathematical operations using “plain” language, particularly ask, “What two
when they are asked to do it in multiple ways. The text gives three numbers are being
different ways to read “4(2 1 15).” This is a good opportunity for multiplied together?”

LESSON 1: Taking Apart Numbers and Shapes • M1-11

Answers
Interpreting a Real-World
1. Sample answer. NOTES AC T I V I T Y
Situation Using the
50(40 1 34 1 10) 5 1.2 Distributive Property
50 ? 40 1 50 ? 34 1 50 ? 10
5 2000 1 1700 1 500
Tyler is setting up the gym floor for an after-school program. He
wants to include a rectangular area for playing volleyball and another
for dodgeball. He also wants to have an area for kids who like to play
board games or just sit and read. The gym floor is 50 feet by 84 feet,
or 4200 square feet.

1. Create a diagram to show how you would split up the gym

floor. Represent your diagram using the Distributive Property
and write an explanation for the areas assigned to each activity.

TALK the TALK

Recognizing the Distributive Property
Identify each statement as true or false. If the statement is false,
show how you would rewrite it to make it a true statement.

Answers 1. True False 3(2 1 4) 5 3 ? 2 1 4

1. False;
3(2 1 4) 5 3 ? 2 1 3 ? 4 2. True False 6(10 1 5) 5 6 ? 10 1 6 ? 5

2. True
3. True False 7(20 1 8) 5 7 1 20 ? 8
3. False;
7(20 1 8) 5 7 ? 20 1 7 ? 8 4. True False 4(5 1 10) 5 20 1 10
4. False;
4(5 1 10) 5 20 1 40 5. True False 2(6 1 11) 5 12 1 22
5. True

M1-12 • TOPIC 1: Factors and Area

C01_SE_M01_T01_L01.indd 12 29/03/17 8:02 AM

M1-12 • TOPIC 1: Factors and Area

 Assignment Answers
Write
Assignment 1. If you have a rectangle that
is composed of two smaller
rectangles, the area of the
Write Remember rectangle is equal to the
Describe how the Distributive There are many ways to rewrite equivalent expressions using
sum of the two smaller
Property can be explained properties. The Distributive Property of Multiplication over
rectangles, a ? b 1 a ? c,
in terms of composing and Addition states that for any numbers a, b, and c,
decomposing numbers. a(b 1 c) 5 ab 1 ac.
where a and b are the
dimensions of one rectangle
and a and c are the
dimensions of the second
Practice rectangle. This area is equal
Decompose each rectangle into two or three smaller rectangles to demonstrate the Distributive Property.
Then write each area in the form a(b 1 c) 5 ab 1 ac.
to the area of the large
rectangle, determined by
1. 122 2. 122 multiplying the shared side
length times the sum of the
3 two other side lengths, or
6 a(b 1 c).

Practice
1. Sample answer.
3. 244 3(100 1 22) 5 300 1 66
2. Sample answer.
6(120 1 2) 5 720 1 12
6
3. Sample answer.
6(200 1 40 1 4) 5
1200 1 240 1 24

Evaluate each expression using the Distributive Property. Show your work.
4. 6(12 1 4) 5 72 1 24
5 96
4. 6(12 1 4)
5. 10 1 4(2 1 20) 5. 10 1 4(2 1 20)
6. 7(4 1 19) 5 10 1 8 1 80
5 98
6. 7(4 1 19) 5 28 1 133
5 161

LESSON 1: Taking Apart Numbers and Shapes • M1-13

C01_SE_M01_T01_L01.indd 13 29/03/17 8:02 AM

LESSON 1: Taking Apart Numbers and Shapes • M1-13

Assignment Answers
Stretch
1. 1
6 2
1
2
Stretch
1 1 1 1 __
?1
__ Decompose each rectangle into two or three smaller rectangles to demonstrate the Distributive Property.
2(
6 1 __ 5 __
2) 2
? 6 1 __
2 2 Then write each area in the form a(b 1 c) 5 ab 1 ac.

2. 1
9 6 1. 1 2. 1
6 9
1 2 6
3 1
1
2 3

1 1 1 1 __
__
3(
9 1 __ 5 __
6) 3
? 9 1 __
3 6
?1

Review
Review Calculate the area of each rectangle.
1
1. 3__
3
square feet
1. Width 5 5 feet 2. Width 5 10 feet
2
2. 6__
3
square feet Length 5 __
2
3
foot Length 5 __
2
3
foot

3. 10 square inches 3. Width 5 15 inches 4. Width 5 20 inches

Length 5 __
2
inch Length 5 __
2
inch
1 3 3
4. 13__
3
square inches

M1-14 • TOPIC
LESSON1: 1:
Factors
Takingand
Apart
Area
Numbers and Shapes

C01_SE_M01_T01_L01.indd 14 29/03/17 8:02 AM

M1-14 • TOPIC 1: Factors and Area