line plot to make conclusions. On the classroom floor, the teacher will have tape/string laid out in a line with the numbers 0-10 on SMP 7: Look for and make use of structure separate cards in equal increments. – Students use the structure of the line plot to The teacher will ask the students to think about how compare the data represented. many siblings they have. Students will plot themselves on the number line based on their number of siblings. The following questions will be posed: What is the difference between the highest and lowest number of siblings? What number of siblings occurs most frequently? How many students have less than 3 siblings? How many students 3 or more siblings? Activity 1 UDL Components Multiple Means of Representation is present in the activity. SMP 1: Make sense of problems and persevere Students can create a number line themselves, or a teacher in solving them Students construct a line plot – UDL Components provides a number line with increments set. that represents the Cocoon data. Multiple Means Pose the following problem: The chart below represents data collected from class and their SMP 2: Reason abstractly and quantitatively of Mrs. B’s Science – metamorphosis project: Students share their reasoning during the class Representation discussion of the questions. Multiple Means Materials Needed: for Action and SMP4: Model with mathematics Students Resource Sheet 1: Cocoon Lengths – model by correctly constructing the line plot to Ruler Expression represent the data. Whiteboard, Elmo, or other projection device Multiple Means for Engagement SMP 6: Attend to precision Student – Directions: accurately display the data in the line plot and Key Questions Distribute Resource Sheet 1: Cocoon Lengths to each use the appropriate mathematical vocabulary student. Formative Assessment during the discussion. Students are to construct a line plot using the data on Summary Resource Sheet 1. SMP 7: Look for and make use of structure – Allow time for students to share their line plots Students use the structure of the line plot to Discuss the following Key Questions with the class:
On the classroom floor, the teacher will have tape/string laid out in a line with the numbers 0-10 on separate cards in equal increments. The teacher will ask the students to think about how many siblings they have. Students will plot themselves on the number line based on their number of siblings. The following questions will be posed: What is the difference between the highest and lowest number of siblings? What number of siblings occurs most frequently? How many students have less than 3 siblings? How many students 3 or more siblings? line plot to make conclusions. SMP 7: Look for and make use of structure – Students use the structure of the line plot to compare the data represented. 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 Multiple Means of Representation is present in the activity. Students can create a number line themselves, or a teacher provides a number line with increments set. Pose the following problem: The chart below represents data collected from Mrs. B’s Science class and their metamorphosis project: Materials Needed: Resource Sheet 1: Cocoon Lengths Ruler Whiteboard, Elmo, or other projection device Directions: Distribute Resource Sheet 1: Cocoon Lengths to each student. Students are to construct a line plot using the data on Resource Sheet 1. Allow time for students to share their line plots Discuss the following Key Questions with the class: SMP 1: Make sense of problems and persevere in solving them – Students construct a line plot that represents the Cocoon data. SMP 2: Reason abstractly and quantitatively – Students share their reasoning during the class discussion of the questions. SMP4: Model with mathematics – Students model by correctly constructing the line plot to represent the data. SMP 6: Attend to precision – Student accurately display the data in the line plot and use the appropriate mathematical vocabulary during the discussion. SMP 7: Look for and make use of structure – Students use the structure of the line plot to