Are there situations where you would want to use a smaller square unit? (Finding the area of a small object the area of a footprint) When would it be – appropriate to use a large square unit? (Finding the area of a large object the area of a football field.) – Students should realize the importance of using a common unit of measure. Since the teacher will be purchasing carpet tiles that are x we should agree on one unit of measure 1’ 1’, for our index cards. Formative Assessment: Distribute Resource Sheet 1: Exit Slip: Similarities & Differences and allow time for students to record their thinking. What are some of the similarities and differences that we saw when we covered our index cards using different manipulatives? Why do you think these differences occurred? Activity 2 Materials Needed: SMP 1: Make sense of problems and persevere in solving them Students explore ways to find 12 one-inch tiles per student – UDL Components the area when they enough tiles to 5 x 7 inch index card (one per student) don’t have cover the index card. Multiple Means of Resource Sheet 2: Exit Ticket: Rules for Finding Area Representation SMP 3: Construct viable arguments and critique Multiple Means for Based on the discussion from Activity 1, students will know the reasoning of others Students explain Action and the importance of using a standard unit of measure. – strategies they used to determine the area of the Expression index card. Multiple Means for Yesterday we discussed how we were going to tile Engagement one section of our classroom with carpet tiles. I was SMP 8: Look for and express regularity in Key Questions able to purchase 12 carpet tiles since they come in a repeated reasoning Students used their – Formative Assessment pack of 12. I any more packages, because didn’t buy knowledge of repeated addition or the Summary I want too many extra or not enough. don’t
Are there situations where you would want to use a smaller square unit? (Finding the area of a small object – the area of a footprint) When would it be appropriate to use a large square unit? (Finding the area of a large object – the area of a football field.) Students should realize the importance of using a common unit of measure. Since the teacher will be purchasing carpet tiles that are 1’ x 1’, we should agree on one unit of measure for our index cards. Formative Assessment: Distribute Resource Sheet 1: Exit Slip: Similarities & Differences and allow time for students to record their thinking. What are some of the similarities and differences that we saw when we covered our index cards using different manipulatives? Why do you think these differences occurred? Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Materials Needed: 12 one-inch tiles per student 5 x 7 inch index card (one per student) Resource Sheet 2: Exit Ticket: Rules for Finding Area Based on the discussion from Activity 1, students will know the importance of using a standard unit of measure. Yesterday we discussed how we were going to tile one section of our classroom with carpet tiles. I was able to purchase 12 carpet tiles since they come in a pack of 12. I didn’t buy any more packages, because I don’t want too many extra or not enough. SMP 1: Make sense of problems and persevere in solving them – Students explore ways to find the area when they don’t have enough tiles to cover the index card. SMP 3: Construct viable arguments and critique the reasoning of others – Students explain strategies they used to determine the area of the index card. SMP 8: Look for and express regularity in repeated reasoning – Students used their knowledge of repeated addition or the