Explain why fractions and decimals can be in the same group. Are whole numbers integers? Explain. Are decimals or fractions part of the integer group? Why do you think that? Motivation We want the students to be able to identify and describe rational and irrational numbers. Use the comic strip to capture their interest. Tell them that by the end of class they will understand the meaning behind the comic. (Attachment #5) UDL Components: Students compare rational and irrational Activity 1 numbers using the Think, Pair, Share activity Principle I: Representation is present in the activity UDL Components and persevere until the whole group agrees. as students write their conclusions on chart paper for (SMP#1) Multiple Means of the gallery walk. Representation Students need to communicate clearly on the Multiple Means for Principle II: Expression is present in the activity as posters so that everyone understands each Action and the students use the Think, Pair, Share activity to thinking. Expression express in their own words what they perceive to be others’ (SMP#6) the ways to group numbers. Multiple Means for Engagement Key Questions Principle III: Engagement is present in the activity as Formative Assessment they explain to others what they are thinking about Summary the activity.
Explain why fractions and decimals can be in the same group. Are whole numbers integers? Explain. Are decimals or fractions part of the integer group? Why do you think that? Motivation We want the students to be able to identify and describe rational and irrational numbers. Use the comic strip to capture their interest. Tell them that by the end of class they will understand the meaning behind the comic. (Attachment #5) Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity as students write their conclusions on chart paper for the gallery walk. Principle II: Expression is present in the activity as the students use the Think, Pair, Share activity to express in their own words what they perceive to be the ways to group numbers. Principle III: Engagement is present in the activity as they explain to others what they are thinking about the activity. Students compare rational and irrational numbers using the Think, Pair, Share activity and persevere until the whole group agrees. (SMP#1) Students need to communicate clearly on the posters so that everyone understands each others’ thinking. (SMP#6)