Learning Experience the of the addends?” Ask students to come up to the board to record the • different equations they found that have the same sum. Some students may want to explore changing the • order of more than two addends to get the sum of 11. Encourage them to share their thinking with the class. Formative Assessment: Observe students as they work. • Distribute Resource Sheet 1: Exit Ticket to each • student. Activity 2 Differentiation: The expectation is that students are able to 2. Reason abstractly and quantitatively: add to 20. After completion of Activity 1 and teacher varied representation to solve problems. observation, modify your numbers to meet the needs of your 8. Look for and express regularity in repeated students. reasoning: looking for mathematically sound Motivation shortcuts. Review the exit ticket from Activity 1. Call on student • volunteers to their solutions on the overhead or document camera. Allow time for students to share 5. Use appropriate tools strategically: using their thinking about the order of the addends (6 + 7 = physical models and detect possible errors. 13 and 7 + 6 = 13). Encourage students to use mathematical thinking to express their thoughts about 6. Attend to precision: communicating their the numbers in the equations. understanding to others. UDL Components UDL Components 7. Look for and make use of structure: look for Representation is present in the activity through the and describe patterns. Multiple of • • presentation of key concepts in both symbolic Representation representation as well as with an alternative form Multiple Means for • (physical manipulatives). Action and Expression is present in the activity through the use Expression • of offering dictation if needed, as well as through the Multiple Means for • use of guided questions throughout the activity.
Learning Experience the of the addends?” • Ask students to come up to the board to record the different equations they found that have the same sum. • Some students may want to explore changing the order of more than two addends to get the sum of 11. Encourage them to share their thinking with the class. Formative Assessment: • Observe students as they work. • Distribute Resource Sheet 1: Exit Ticket to each student. Activity 2 Motivation UDL Components • Multiple of Representation • Multiple Means for Action and Expression • Multiple Means for Differentiation: The expectation is that students are able to add to 20. After completion of Activity 1 and teacher observation, modify your numbers to meet the needs of your students. • Review the exit ticket from Activity 1. Call on student volunteers to their solutions on the overhead or document camera. Allow time for students to share their thinking about the order of the addends (6 + 7 = 13 and 7 + 6 = 13). Encourage students to use mathematical thinking to express their thoughts about the numbers in the equations. UDL Components • Representation is present in the activity through the presentation of key concepts in both symbolic representation as well as with an alternative form (physical manipulatives). • Expression is present in the activity through the use of offering dictation if needed, as well as through the use of guided questions throughout the activity. 2. Reason abstractly and quantitatively: varied representation to solve problems. 8. Look for and express regularity in repeated reasoning: looking for mathematically sound shortcuts. 5. Use appropriate tools strategically: using physical models and detect possible errors. 6. Attend to precision: communicating their understanding to others. 7. Look for and make use of structure: look for and describe patterns.