UDL Components persevere in solving them as they see Principle I: Representation is present in the activity. Prior relationships between various representations Multiple Means of knowledge about fractions is activated through the tasks using the rainbow cubes. Representation and visual diagrams and pictures of balls in the Warm-up (SMP #1) and Motivation. This technique sets the stage for new Multiple Means for Action learning about ratios. In addition, the colors of the and Expression Students model ratios based upon various rainbow cubes emphasize various comparisons among Multiple Means for objects with similar classifications. ratios. Engagement (SMP#4) Principle II: Expression is present in the activity. It Key Questions encourages students to stop and think before choosing the Formative Assessment Students give attend to precision as they write correct category, and the activity prompts students to Summary the ratios for each problem. categorize. (SMP#6) Principle III: Engagement is present in the activity. Students work with a partner or in a small collaborative Students look for and make use structure by group to engage in this task. Students are given recognizing the patterns associated with ratios. immediate feedback, which is aimed at supporting them (SMP#7) in their progress in a timely and understandable manner. Directions: Display the above models and ask students to write the fraction of the shaded region. Then ask them to describe what the numerator and denominator represent. Discuss with students that a fraction represents a relationship. Divide class into pairs or small groups; Give each group a scoop of rainbow cubes. Use the cubes to write fractions that compare each color
UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle I: Representation is present in the activity. Prior knowledge about fractions is activated through the tasks and visual diagrams and pictures of balls in the Warm-up and Motivation. This technique sets the stage for new learning about ratios. In addition, the colors of the rainbow cubes emphasize various comparisons among ratios. Principle II: Expression is present in the activity. It encourages students to stop and think before choosing the correct category, and the activity prompts students to categorize. Principle III: Engagement is present in the activity. Students work with a partner or in a small collaborative group to engage in this task. Students are given immediate feedback, which is aimed at supporting them in their progress in a timely and understandable manner. Directions: Display the above models and ask students to write the fraction of the shaded region. Then ask them to describe what the numerator and denominator represent. Discuss with students that a fraction represents a relationship. Divide class into pairs or small groups; Give each group a scoop of rainbow cubes. Use the cubes to write fractions that compare each color persevere in solving them as they see relationships between various representations using the rainbow cubes. (SMP #1) Students model ratios based upon various objects with similar classifications. (SMP#4) Students give attend to precision as they write the ratios for each problem. (SMP#6) Students look for and make use structure by recognizing the patterns associated with ratios. (SMP#7)