effort and persistence are introduced through understand the meaning of operations symbols differentiated degrees of difficulty in values included and signed quantities, as well as to calculate with the online activity. efficiently and correctly. (SMP #6) Directions: Look for and express regularity in repeated See the attached reasoning by understanding the overall Activity #3: Rational Flow Chart document. process of the activity, yet still attending to the details of each computation. (SMP #8) Direct students to look at the given values on the flow chart. They should begin the chart by combining given values to determine the values missing from lined spaces and within arrows. Similarly, the values students determine will provide clues needed to find additional, missing values. Students should build on their work until the flow chart is complete and the flow of values is correct. Review the activity by asking guiding questions: What strategy did you use to determine the missing values? Did your first strategy work? Why or why not? Is there only one solution for each combination of values? Explain your reasoning. How do you know your missing values are correct? UDL Components: Make sense of problems and persevere in Activity 4 UDL Components solving them by expecting students to see Principle I: Representation is present in the activity. relationships between quantities and analyze Multiple Means of Use of online manipulatives activates prior students’ given information in order to plan a path of Representation knowledge through visual imagery, concept anchoring, and solve the problem. and concept mastery. Multiple Means for “attack” (SMP #1) Action and Expression Principle II: Expression is present in the activity. It encourages students to and Multiple Means for “stop think” before choosing
effort and persistence are introduced through differentiated degrees of difficulty in values included with the online activity. Directions: See the attached Activity #3: Rational Flow Chart document. Direct students to look at the given values on the flow chart. They should begin the chart by combining given values to determine the values missing from lined spaces and within arrows. Similarly, the values students determine will provide clues needed to find additional, missing values. Students should build on their work until the flow chart is complete and the flow of values is correct. Review the activity by asking guiding questions: What strategy did you use to determine the missing values? Did your first strategy work? Why or why not? Is there only one solution for each combination of values? Explain your reasoning. How do you know your missing values are correct? understand the meaning of operations symbols and signed quantities, as well as to calculate efficiently and correctly. (SMP #6) Look for and express regularity in repeated reasoning by understanding the overall process of the activity, yet still attending to the details of each computation. (SMP #8) Activity 4 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for UDL Components: Principle I: Representation is present in the activity. Use of online manipulatives activates students’ prior knowledge through visual imagery, concept anchoring, and concept mastery. Principle II: Expression is present in the activity. It encourages students to “stop and think” before choosing Make sense of problems and persevere in solving them by expecting students to see relationships between quantities and analyze given information in order to plan a path of “attack” and solve the problem. (SMP #1)