UDL Components knowledge is activated through the Warm-up and Motivation. data on and to determine the “span” “hand;” Options perception are provided through discussion of appropriate scale for the scatter plot; and to use Multiple Means of legend and the photographs of the scatter plot to display their data. Representation Charlemagne’s modeled “yard” and the human body. (SMP # 1) Multiple Means for Action “span” measurements using and Expression Reason abstractly and quantitatively by Principle II: Expression is present in the activity. The grouping Multiple Means for requiring students to perceive and analyze of students for different tasks provides options for physical Engagement relationships among values in bivariate data; to activity. Similarly, students interact with each other and with decontextualize these quantitative relationships various physical materials as they measure their and Key Questions “yard” by defining a pattern(s) within the displayed lengths; as they record their self-generated data and Formative Assessment “span” data; and to explore options for a line of fit. review the data on the overhead or the document Summary entire class’s (SMP #2) camera; and as they of linguini collaborate while fitting “lines” on the sample scatter plot patterns. Construct viable arguments and critique the reasoning of others by requiring students to Principle III: Engagement is present in the activity. Sources of justify their conclusions with mathematical information are in an authentic, student-centered context. The ideas in their group discussions and personal task allows for active participation, exploration and journals. experimentation, and also invites personal response, evaluation (SMP #3) and reflection. Also, depending on resources available to teacher, the activities can be explored using graphing Attend to precision by expecting students to calculators and computerized statistics programs. plot their points accurately; use exact mathematical language when expressing their Directions: ideas to describe what the data is showing Present the students with the following scenario and use them; and understand the meaning of the photographs to demonstrate how to measure a and a “yard” informally fit line in the context of the “span”: problem. In former times, arms and hands also have been used to (SMP #6) measure lengths. A was commonly considered the “yard” length from the tip of to the tip of longest one’s nose one’s finger. was the length of open hand, from the A “span” one’s tip of the pinky finger to the tip of the thumb. Yard Span
UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary knowledge is activated through the Warm-up and Motivation. Options perception are provided through discussion of Charlemagne’s legend and the photographs of modeled “yard” and “span” measurements using the human body. Principle II: Expression is present in the activity. The grouping of students for different tasks provides options for physical activity. Similarly, students interact with each other and with various physical materials as they measure their “yard” and “span” lengths; as they record their self-generated data and review the entire class’s data on the overhead or the document camera; and as they collaborate while fitting “lines” of linguini on the sample scatter plot patterns. Principle III: Engagement is present in the activity. Sources of information are in an authentic, student-centered context. The task allows for active participation, exploration and experimentation, and also invites personal response, evaluation and reflection. Also, depending on resources available to teacher, the activities can be explored using graphing calculators and computerized statistics programs. Directions: Present the students with the following scenario and use photographs to demonstrate how to measure a “yard” and a “span”: In former times, arms and hands also have been used to measure lengths. A “yard” was commonly considered the length from the tip of one’s nose to the tip of one’s longest finger. A “span” was the length of one’s open hand, from the tip of the pinky finger to the tip of the thumb. Yard Span data on “span” and “hand;” to determine the appropriate scale for the scatter plot; and to use the scatter plot to display their data. (SMP # 1) Reason abstractly and quantitatively by requiring students to perceive and analyze relationships among values in bivariate data; to decontextualize these quantitative relationships by defining a pattern(s) within the displayed data; and to explore options for a line of fit. (SMP #2) Construct viable arguments and critique the reasoning of others by requiring students to justify their conclusions with mathematical ideas in their group discussions and personal journals. (SMP #3) Attend to precision by expecting students to plot their points accurately; use exact mathematical language when expressing their ideas to describe what the data is showing them; and understand the meaning of the informally fit line in the context of the problem. (SMP #6)