Formative Assessment: Option 1: Give students several table of value examples. Students need to determine if the table is a function or not and justify. Possible Examples: Option 2: Students create an example of a table that is a function and one that is not and justify. UDL Components: Students will reason Activity 2 abstractly and quantitatively Principle I: Representation is present in the activity. Students have choices for UDL Components as they look at each graph. completing the on paper or on an interactive whiteboard. The Function Sort Chart (SMP#2) Multiple Means of formative assessment also provides choices of equivalent yet different tasks. Representation Principle II: Expression is present in the activity. Resources in the Motivation and Students will make sense of Multiple Means in the Appendix include links to computer-based instructional materials that the graphing problems and for Action and provide alternatives in the requirements for rate, timing, amplitude, and range of persevere in deciding if it is Expression motor action necessary to interact with instructional materials and technologies. a function or not a function. Multiple Means Principle III: Engagement is present in the activity. Throughout this activity, (SMP#1) for Engagement students are given choices regarding level of challenge, type of materials used. Key Questions Students will attend to Formative Assessment Directions: precision as they Summary communicate precisely with What is a function, using a graph? others and try to use clear mathematical language Complete Activity Two: Function Sort Chart. (Note: this activity could be completed when discussing the graphs. using an interactive whiteboard) (SMP#6)
Formative Assessment: Option 1: Give students several table of value examples. Students need to determine if the table is a function or not and justify. Possible Examples: Option 2: Students create an example of a table that is a function and one that is not and justify. Activity 2 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 have choices for completing the Function Sort Chart on paper or on an interactive whiteboard. The formative assessment also provides choices of equivalent yet different tasks. Principle II: Expression is present in the activity. Resources in the Motivation and in the Appendix include links to computer-based instructional materials that provide alternatives in the requirements for rate, timing, amplitude, and range of motor action necessary to interact with instructional materials and technologies. Principle III: Engagement is present in the activity. Throughout this activity, students are given choices regarding level of challenge, type of materials used. Directions: What is a function, using a graph? Complete Activity Two: Function Sort Chart. (Note: this activity could be completed using an interactive whiteboard) Students will reason abstractly and quantitatively as they look at each graph. (SMP#2) Students will make sense of the graphing problems and persevere in deciding if it is a function or not a function. (SMP#1) Students will attend to precision as they communicate precisely with others and try to use clear mathematical language when discussing the graphs. (SMP#6)