them in 3 different ways. UDL Components: Students make sense of the problems and Activity 2 UDL Components persevere in solving them as they see Principle I: Representation is present in the activity. This relationships between various ratios in a Multiple Means of activity presents students with an explicit opportunity for problem. Representation the significance of the order in which ratios are written. (SMP#1) Multiple Means for Action Principle II: Expression is present in the activity. This and Expression task encourages students to stop and think before Students learn to reason abstractly and choosing the correct category and prompts them to think Multiple Means for quantitatively as they make sense of the of the correct order of a ratio. Engagement different quantities and their relationships Key Questions Principle III: Engagement is present in the activity. This in these problems. Formative Assessment activity allows for active student participation, (SMP#2) Summary exploration, and experimentation. The activity is designed so that outcomes are authentic and can be personalized to Students attend to precision as they the students’ lives. calculate efficiently and accurately in each given situation. Part A (SMP#6) Directions: Hand out the Bird Ratio (Attachment 2). Students look for and make use structure Divide students into groups of 2-3 and have them discuss by recognizing the patterns associated with what they notice and wonder about the provided ratio given the image in each box. ratios. In whole-group, discuss the observations and highlight (SMP#7) the importance of the order in which the ratio is written. (SMP #1, #2) Part B Directions: On a 10-question quiz a student answered 8 questions correctly. What is the ratio of the number of questions answered correctly to the total number questions? Allen says
them in 3 different ways. 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. This activity presents students with an explicit opportunity for the significance of the order in which ratios are written. Principle II: Expression is present in the activity. This task encourages students to stop and think before choosing the correct category and prompts them to think of the correct order of a ratio. Principle III: Engagement is present in the activity. This activity allows for active student participation, exploration, and experimentation. The activity is designed so that outcomes are authentic and can be personalized to the students’ lives. Part A Directions: Hand out the Bird Ratio (Attachment 2). Divide students into groups of 2-3 and have them discuss what they notice and wonder about the provided ratio given the image in each box. In whole-group, discuss the observations and highlight the importance of the order in which the ratio is written. (SMP #1, #2) Part B Directions: On a 10-question quiz a student answered 8 questions correctly. What is the ratio of the number of questions answered correctly to the total number questions? Allen says Students make sense of the problems and persevere in solving them as they see relationships between various ratios in a problem. (SMP#1) Students learn to reason abstractly and quantitatively as they make sense of the different quantities and their relationships in these problems. (SMP#2) Students attend to precision as they calculate efficiently and accurately in each given situation. (SMP#6) Students look for and make use structure by recognizing the patterns associated with ratios. (SMP#7)