Distribute a class list to each student. Ask each student what he/she ordered. Students record each student’s choice for lunch. For example, students could record “1” for choice #1 or for choice #2 or for packing their “2” ‘P” own lunch. What did we order most of? How can we tell? How can we display this data so that the cafeteria can use it? Share the form the cafeteria requires each day. Discuss other ways the data could be displayed. How can we show how many students want choice #1? Activity 2 Materials Needed: SMP 3: Construct viable arguments and critique the reasoning of others students respond to Blank piece of paper (one per student) – the representations made by others and ask UDL Components questions about them. Multiple Means of Distribute a blank sheet of paper to each student to Representation SMP 4: Model with mathematics Student display the data. Their display should clearly show how – Multiple Means for record the data in an appropriate display. many students are making each choice. Action and Teacher should circulate around the room and assist Expression SMP 5: Use appropriate tools strategically students as needed. Ask clarifying questions to guide – Multiple Means for Students use charts or graphs appropriately in student thinking: can you show me the number of “How Engagement displaying the data. students who want lunch choice could you #1?” “How Key Questions represent each student who chose lunch choice #1 in SMP 6: Attend to precision Students use your – Formative Assessment display?” appropriate displays and language in presenting Allow students to share their representations. Discuss Summary and discussing their displays. which representations appear to be clear and easily understood. How will this representation help the cafeteria know how much food to order and cook? Formative assessment: Use student produced data representations to group students for instruction. Students displaying misconceptions could work with the teacher in a small group. Activity 3 Teacher will lead students in analyzing and interpreting the SMP 2: Reason abstractly and quantitatively – data. Ask: Student decide on the best representation of the
Distribute a class list to each student. Ask each student what he/she ordered. Students record each student’s choice for lunch. For example, students could record “1” for choice #1 or “2” for choice #2 or ‘P” for packing their own lunch. What did we order most of? How can we tell? How can we display this data so that the cafeteria can use it? Share the form the cafeteria requires each day. Discuss other ways the data could be displayed. How can we show how many students want choice #1? 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: Blank piece of paper (one per student) Distribute a blank sheet of paper to each student to display the data. Their display should clearly show how many students are making each choice. Teacher should circulate around the room and assist students as needed. Ask clarifying questions to guide student thinking: “How can you show me the number of students who want lunch choice #1?” “How could you represent each student who chose lunch choice #1 in your display?” Allow students to share their representations. Discuss which representations appear to be clear and easily understood. How will this representation help the cafeteria know how much food to order and cook? Formative assessment: Use student produced data representations to group students for instruction. Students displaying misconceptions could work with the teacher in a small group. SMP 3: Construct viable arguments and critique the reasoning of others – students respond to the representations made by others and ask questions about them. SMP 4: Model with mathematics – Student record the data in an appropriate display. SMP 5: Use appropriate tools strategically – Students use charts or graphs appropriately in displaying the data. SMP 6: Attend to precision – Students use appropriate displays and language in presenting and discussing their displays. Activity 3 Teacher will lead students in analyzing and interpreting the data. Ask: SMP 2: Reason abstractly and quantitatively – Student decide on the best representation of the