Learning Experience Which Standards for Mathematical Practice(s) Component Details does this address? How is the Practice used to help students develop proficiency? Materials Needed: SMP 1: Make sense of problems and persevere Warm Up / Motivation in solving them use the snap cubes to Diary of a Worm by D. Cronin (2003) –Students make sense of and model the problem. Resource Sheet 1: Finding Worms Snap Cubes (one set per student) SMP 6: Attend to precision students verify that – they are using the number of snap cubes that Read, Diary of a Worm by D. Cronin (2003). match the problem and lead to a correct solution. Distribute snap cubes to students. (SMP 1 and SMP 6 will be evident throughout Display Resource Sheet 1: Finding Worms using a the lesson.) Whiteboard or projector. Share the problem with the students. found 21 worms on the playground. (“Alex SMP 3: Construct viable arguments and critique Jose found 12 in the grass. How many worms did the reasoning of others students explain how – they find altogether?”) they solved the problem and why their snap Allow students time to work with a partner to solve cube model matches the problem and shows a this problem. correct solution. Have students share how they solve the problem. if we had worms at Ask: “What our school?” UDL Components SMP 2: Reason abstractly and quantitatively Activity 1 – Engagement is present in the activity through students use their snap cubes to model and providing a task that allows active participation and explain why their equation is correct. UDL Components exploration. Multiple Means of Representation is present in the activity through SMP 3: Construct viable arguments and critique Representation having students draw pictures, use manipulatives and the reasoning of others students explain how Multiple Means for write equations. they solved the problem and why their snap Action and Expression is present in the activity by asking guided cube model matches the problem and shows a Expression questions and encouraging students to explain their correct solution. Multiple Means for thinking to partners. Engagement SMP 4: Model with mathematics students use – Comparing Worms—Whole group activity snap cubes to model the problem. Key Questions
Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Warm Up / Motivation Materials Needed: Diary of a Worm by D. Cronin (2003) Resource Sheet 1: Finding Worms Snap Cubes (one set per student) Read, Diary of a Worm by D. Cronin (2003). Distribute snap cubes to students. Display Resource Sheet 1: Finding Worms using a Whiteboard or projector. Share the problem with the students. (“Alex found 21 worms on the playground. Jose found 12 in the grass. How many worms did they find altogether?”) Allow students time to work with a partner to solve this problem. Have students share how they solve the problem. Ask: “What if we had worms at our school?” SMP 1: Make sense of problems and persevere in solving them –Students use the snap cubes to make sense of and model the problem. SMP 6: Attend to precision – students verify that they are using the number of snap cubes that match the problem and lead to a correct solution. (SMP 1 and SMP 6 will be evident throughout the lesson.) SMP 3: Construct viable arguments and critique the reasoning of others – students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components Engagement is present in the activity through providing a task that allows active participation and exploration. Representation is present in the activity through having students draw pictures, use manipulatives and write equations. Expression is present in the activity by asking guided questions and encouraging students to explain their thinking to partners. Comparing Worms—Whole group activity SMP 2: Reason abstractly and quantitatively – students use their snap cubes to model and explain why their equation is correct. SMP 3: Construct viable arguments and critique the reasoning of others students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution. SMP 4: Model with mathematics – students use snap cubes to model the problem.