terms: constant terms and variable term. Teacher now asks different students to bring up a card and place it in the correct column on the chart. Variations to the concept attainment: Opposite Sides: Teacher will place the examples on opposite walls in the room. Students will move to the side in which their example corresponds. Technology (Interactive Board): Use the container feature to drag and drop the examples into the correct column. Learning Experience Which Standards for Mathematical Practice(s) Component Details does this address? How is the Practice used to help students develop proficiency? UDL Components: Activity 1 UDL Components Students relate current concepts of simplifying Principle I: Representation is present in the activity. Students algebraic expressions to the previously learned Multiple Means of use prior knowledge as they sort variable terms. numerical expressions and connect mathematical Representation Principle II: Expression is present in the activity. Students ideas to one another. Multiple Means for Action physically interact with instructional materials by placing the (SMP# 1) and Expression card into the appropriate column. Multiple Means for Principle III: Engagement is present in the activity. The Students will compare the two columns and draw Engagement conclusions about their similarities and small group think-time and whole group share time allows for Key Questions differences and justify their reasoning using Formative Assessment active participation, personal response, evaluation and examples and counter-examples. Summary reflection. (SMP# 3) Vocabulary Builder: At this point students should have an understanding of Students will communicate precisely with others constant terms and variable terms. As the activity and try to use clear mathematical language when progresses more specific vocabulary should be developed. discussing their reasoning for what goes in each At this point students need to realize (Attachment #1) column in the comparison charts. that variable terms are not all like terms. Now the teacher (SMP# 6) will display a three-column chart with the first column
terms: constant terms and variable term. Teacher now asks different students to bring up a card and place it in the correct column on the chart. Variations to the concept attainment: Opposite Sides: Teacher will place the examples on opposite walls in the room. Students will move to the side in which their example corresponds. Technology (Interactive Board): Use the container feature to drag and drop the examples into the correct column. Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity. Students use prior knowledge as they sort variable terms. Principle II: Expression is present in the activity. Students physically interact with instructional materials by placing the card into the appropriate column. Principle III: Engagement is present in the activity. The small group think-time and whole group share time allows for active participation, personal response, evaluation and reflection. Vocabulary Builder: At this point students should have an understanding of constant terms and variable terms. As the activity progresses more specific vocabulary should be developed. (Attachment #1) At this point students need to realize that variable terms are not all like terms. Now the teacher will display a three-column chart with the first column Students relate current concepts of simplifying algebraic expressions to the previously learned numerical expressions and connect mathematical ideas to one another. (SMP# 1) Students will compare the two columns and draw conclusions about their similarities and differences and justify their reasoning using examples and counter-examples. (SMP# 3) Students will communicate precisely with others and try to use clear mathematical language when discussing their reasoning for what goes in each column in the comparison charts. (SMP# 6)