Exit Ticket: Attachment # 7 the principal now has given you 36 square yards for the Eco “Suppose Park. How many square yards would the Butterfly Garden Water Ecosystem , and Reflection Bench be?” UDL Components: Make sense of problems and persevere in Activity 3 solving them Principle I: Representation is present in the activity. Prior UDL Components knowledge of words and multiplication are activated in this lesson. Reason abstractly and quantitatively Multiple Means Patterns and visual diagrams are used in this section to help of students with multiplication of fractions. Construct viable arguments and critique Representation Principle II: Expression is present in the activity. As students work the reasoning of others. Multiple Means in groups, physical interaction with each other and the concept for Action and presented are encouraged. Scaffolding enables students to break Model with Mathematics Expression the objectives of the activity into manageable tasks that build on prior knowledge. Multiple Means Look for and make use of structure. for Engagement Principle III: Engagement is present in the activity. The task allows Key Questions for collaboration and active participation that permits students to Formative Assessment explore, experiment, and act as peer mentors. Summary This activity addresses understanding of multiplying a fraction by a fraction Pose to students the following principal decided to give us the “The original 24 square yards. It is now time to take the next step in our garden planning. What will be in each section? How will each section be divided? We will start by using a grid to divide up each section of the park.” Distribute Attachment #8 (grids with 24 units feel free to use which – grid you wish to use to model with students for this activity.) by planning the Vegetable Garden so that we can “Let’s begin split it up for different vegetables. The Vegetable Garden is
Exit Ticket: Attachment # 7 “Suppose the principal now has given you 36 square yards for the Eco Park. How many square yards would the Butterfly Garden Water Ecosystem , and Reflection Bench be?” 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 of words and multiplication are activated in this lesson. Patterns and visual diagrams are used in this section to help students with multiplication of fractions. Principle II: Expression is present in the activity. As students work in groups, physical interaction with each other and the concept presented are encouraged. Scaffolding enables students to break the objectives of the activity into manageable tasks that build on prior knowledge. Principle III: Engagement is present in the activity. The task allows for collaboration and active participation that permits students to explore, experiment, and act as peer mentors. This activity addresses understanding of multiplying a fraction by a fraction Pose to students the following “The principal decided to give us the original 24 square yards. It is now time to take the next step in our garden planning. What will be in each section? How will each section be divided? We will start by using a grid to divide up each section of the park.” Distribute Attachment #8 (grids with 24 units – feel free to use which grid you wish to use to model with students for this activity.) “Let’s begin by planning the Vegetable Garden so that we can split it up for different vegetables. The Vegetable Garden is Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Model with Mathematics Look for and make use of structure.