other content areas. The teacher should create one poster to describe each situation. The posters should be displayed in the four corners of the classroom. Students are given time to read all situations, choose the one of greatest personal interest, and then move into that corner. The situations for this activity are intended to be open-ended. Ask students to discuss the role of additive inverses from their personal knowledge of the given topics, such as: Finances - Balancing a budget or to paying off credit card bills. Sports Playing or scoring in a sport. – Geography Lines of longitude and latitude and their – distances from the Prime Meridian and Equator, respectively. Geography Measuring distances above versus below – sea level. Teacher can decide to create another scenario that incorporates the experiences/cultures of students in the classroom. UDL Components: Make sense of problems and persevere in Activity 1 solving them by requiring students to identify Principle I: Representation is present in the activity. UDL Components and compare relationships in a variety of The Warm-up task incorporates options for perception decontextualized and contextualized Multiple Means of by assigning colors for emphasis, e.g., positive values representations. (SMP #1) Representation versus negative values. Options for comprehension are provided in the Motivation and in the activity through Multiple Means for Construct viable arguments and critique the the use of authentic, student-centered scenarios that Action and Expression reasoning of others by engaging students in a model key concepts regarding integers and additive Multiple Means for discussion of why they agree or disagree with inverses. Engagement other and by expecting Principle II: Expression is present in the activity. students’ answers, Key Questions students to respond to the guiding questions in Students physically interact with instructional materials Formative Assessment the activity. (SMP #3) by examining note cards, taking turns placing the cards Summary in categories on the chalk/white board, and then
other content areas. The teacher should create one poster to describe each situation. The posters should be displayed in the four corners of the classroom. Students are given time to read all situations, choose the one of greatest personal interest, and then move into that corner. The situations for this activity are intended to be open-ended. Ask students to discuss the role of additive inverses from their personal knowledge of the given topics, such as: Finances - Balancing a budget or to paying off credit card bills. Sports – Playing or scoring in a sport. Geography – Lines of longitude and latitude and their distances from the Prime Meridian and Equator, respectively. Geography – Measuring distances above versus below sea level. Teacher can decide to create another scenario that incorporates the experiences/cultures of students in the classroom. 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. The Warm-up task incorporates options for perception by assigning colors for emphasis, e.g., positive values versus negative values. Options for comprehension are provided in the Motivation and in the activity through the use of authentic, student-centered scenarios that model key concepts regarding integers and additive inverses. Principle II: Expression is present in the activity. Students physically interact with instructional materials by examining note cards, taking turns placing the cards in categories on the chalk/white board, and then Make sense of problems and persevere in solving them by requiring students to identify and compare relationships in a variety of decontextualized and contextualized representations. (SMP #1) Construct viable arguments and critique the reasoning of others by engaging students in a discussion of why they agree or disagree with other students’ answers, and by expecting students to respond to the guiding questions in the activity. (SMP #3)