UDL Components: Activity 3 Students should be able to identify quantities in a Principle I: Representation is present in the activity. Prior UDL Components practical situation and use the appropriate knowledge is activated through the use of modeling diagram to represent the situation. Multiple Means of fractions discussed and completed in earlier tasks. (SMP # 4) Representation Principle II: Expression is present in the activity. This Multiple Means for task encourages students to think before choosing a Students should be able to reasoning and create a Action and coherent representation of the problem. correct answer for the remainder in division of fractions. Expression (SMP #2) Multiple Means for Principle III: Engagement is present in the activity. Engagement Students collaborate in small groups as they complete the Students should be able analyze a problem and Key Questions task in order to discuss the processes they used to solve plan a pathway that finds a solution to the Formative Assessment the problems, and to receive feedback from their peers. problem. Summary A local landscaping contractor has ton of gravel. (SMP #1) She will use ton in each landscaping job. How many jobs can she complete with the gravel? Students should be able to make a conjecture and build a logical progression of statements to Kenisha drew the following model to show her explore the truth of their conjecture. solution to the problem. (SMP #3) Ask students to explain and why Kenisha’s drawing the drawing shows the solution. How many jobs can the landscaper complete? Focus partitioning of into in order to on Kenisha’s solve the problem. Show . Note to teacher: Create several problems for the fraction division cards, such as:
Activity 3 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. Prior knowledge is activated through the use of modeling fractions discussed and completed in earlier tasks. Principle II: Expression is present in the activity. This task encourages students to think before choosing a correct answer for the remainder in division of fractions. Principle III: Engagement is present in the activity. Students collaborate in small groups as they complete the task in order to discuss the processes they used to solve the problems, and to receive feedback from their peers. A local landscaping contractor has ton of gravel. She will use ton in each landscaping job. How many jobs can she complete with the gravel? Kenisha drew the following model to show her solution to the problem. Ask students to explain Kenisha’s drawing and why the drawing shows the solution. How many jobs can the landscaper complete? Focus on Kenisha’s partitioning of into in order to solve the problem. Show . Note to teacher: Create several problems for the fraction division cards, such as: Students should be able to identify quantities in a practical situation and use the appropriate diagram to represent the situation. (SMP # 4) Students should be able to reasoning and create a coherent representation of the problem. (SMP #2) Students should be able analyze a problem and plan a pathway that finds a solution to the problem. (SMP #1) Students should be able to make a conjecture and build a logical progression of statements to explore the truth of their conjecture. (SMP #3)