Learning Experience How will this experience help students to develop proficiency with one or more of Component Details the Standards for Mathematical Practice? Which practice(s) does this address? Motivation Distribute a Judy Clock to each student. Ask them to: Make sense of problems and persevere Show one-half. in solving them. Reason abstractly and quantitatively. Show one-fourth. Model with mathematics. Use appropriate tools strategically. Show one-third Look for and make sense of structure. Motivation Would you rather have of a pizza? Why? Make sense of problems and persevere in solving them. Teacher note: If students struggle do not provide the – Reason abstractly and quantitatively. answer. This is meant to be a conversation piece that is Construct viable arguments and critique clarified throughout the lesson. You could use this to the reasoning of others. facilitate discussion at the end of the first activity or as an exit Look for and express regularity in slip after both activities have been completed. This will allow repeated reasoning. students to change their initial response to the question incorporating what they learn throughout the lesson. Activity 1 UDL Components Make sense of problems and persevere is present in the activity through Representation in solving them. UDL Components highlighting how complex terms and expressions are Reason abstractly and quantitatively. Multiple Means of composed of simpler words or symbols. Model with mathematics. Representation Expression is present in the activity through the use of Use appropriate tools strategically. Multiple Means for options such as folding, cutting, or drawing to Look for and make sense of structure. Action and demonstrate mathematical understanding. Expression Engagement is present in the activity through the use of Multiple Means for a task that allows for active participation and exploration. Engagement Key Questions Formative Assessment Give each student a piece of paper and crayons or Summary markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their
Learning Experience Component Details How will this experience help students to develop proficiency with one or more of the Standards for Mathematical Practice? Which practice(s) does this address? Motivation Distribute a Judy Clock to each student. Ask them to: Show one-half. Show one-fourth. Show one-third Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Look for and make sense of structure. Motivation Would you rather have of a pizza? Why? Teacher note: If students struggle – do not provide the answer. This is meant to be a conversation piece that is clarified throughout the lesson. You could use this to facilitate discussion at the end of the first activity or as an exit slip after both activities have been completed. This will allow students to change their initial response to the question incorporating what they learn throughout the lesson. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Look for and express regularity in repeated reasoning. 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 Representation is present in the activity through highlighting how complex terms and expressions are composed of simpler words or symbols. Expression is present in the activity through the use of options such as folding, cutting, or drawing to demonstrate mathematical understanding. Engagement is present in the activity through the use of a task that allows for active participation and exploration. Give each student a piece of paper and crayons or markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Look for and make sense of structure.