Learning Experience Which Standards for Mathematical Practice Component Details does this component address? Motivation Students will watch an approximate 1-minute video on three different professions that use ratios. (Computer Tech company, hair salon and construction company) If this video is not available, show another one or show pictures and talk about the profession and how it uses ratios. Students will write ratios from pictures. Warm Up/Drill Example: Teacher presents a photo with an image that allows students to create a variety of different ratios. comparisons do you see that can be expressed as “What ratios? UDL Components: Students will make sense of the problem and Activity 1 UDL Components persevere in solving it as they use the visual Principle I: Representation is present in the activity. diagram of roses to find equivalent ratios. Multiple Means of The Motivation and Warm-up activate prior knowledge (SMP#1) Representation through authentic scenarios that combine visual imagery Multiple Means for and auditory clips to prepare students for the scaffolded Students will reason abstractly and Action and Expression tasks in this activity. Students have the opportunity to quantitatively as they make sense of quantities Multiple Means for represent ratios in a variety of ways, including as the graph and their relationships with the roses. Engagement (SMP#2) of a line on a coordinate plane, building toward the concept Key Questions Formative Assessment of slope/constant rate of change. Students will attend to precision as they Principle II: Expression is present in the activity. Students communicate precisely with others and try to can take advantage of prompts and scaffolds to ease the use clear mathematical language when amount of effort required for each task. Students are discussing their reasoning with the rose encouraged to work independently, in pairs, or in small problem. (SMP#6) groups, depending on varying needs/preference for peer mentoring and support. Principle III: Engagement is present in the activity.
Learning Experience Component Details Which Standards for Mathematical Practice does this component address? Motivation Students will watch an approximate 1-minute video on three different professions that use ratios. (Computer Tech company, hair salon and construction company) If this video is not available, show another one or show pictures and talk about the profession and how it uses ratios. Warm Up/Drill Students will write ratios from pictures. Example: Teacher presents a photo with an image that allows students to create a variety of different ratios. “What comparisons do you see that can be expressed as ratios? Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment UDL Components: Principle I: Representation is present in the activity. The Motivation and Warm-up activate prior knowledge through authentic scenarios that combine visual imagery and auditory clips to prepare students for the scaffolded tasks in this activity. Students have the opportunity to represent ratios in a variety of ways, including as the graph of a line on a coordinate plane, building toward the concept of slope/constant rate of change. Principle II: Expression is present in the activity. Students can take advantage of prompts and scaffolds to ease the amount of effort required for each task. Students are encouraged to work independently, in pairs, or in small groups, depending on varying needs/preference for peer mentoring and support. Principle III: Engagement is present in the activity. Students will make sense of the problem and persevere in solving it as they use the visual diagram of roses to find equivalent ratios. (SMP#1) Students will reason abstractly and quantitatively as they make sense of quantities and their relationships with the roses. (SMP#2) Students will attend to precision as they communicate precisely with others and try to use clear mathematical language when discussing their reasoning with the rose problem. (SMP#6)