Then they count to determine how long the Multiple Means of Blue crayon for each child bridge was. Representation 10 Popsicle sticks per child Resource Sheet 1: Numerals Cards 0-10 for each Multiple Means for student SMP 4: Model with mathematics. Students Action and – used verbal counting to determine the length Expression Directions: of the bridge. They used number cards to Multiple Means for Say: you will be an engineer and build “Today label the boards used. Engagement bridges and count the boards you used.” Key Questions Model drawing a river with a blue crayon on the SMP 6: Attend to precision. Students – Formative Assessment paper, laying popsicle sticks across the river, and counted accurately using one-to-one Summary placing the numerals next to the boards used as you correspondence matching the number said count them. Model telling a partner, bridge is “This with the board in that numeric place on the __boards long”. bridge. Give students their own materials and ask them to make a river. SMP 7: Look for and make use of structure. you make a bridge like mine? Check Ask: “ Can By counting sequentially, students used students for understanding. – the structure of our number system to With a partner, let them build bridges, label and count, and tell their partner how many boards long it determine the length of the bridge. is. Allow students time to build several bridges. Key questions: How did you know where to place the numeral 0? How did you know how many boards you used? Formative Assessment: Ask students to complete a recording sheet that describes a bridge they built. Sheet could include: (name)’s (numeral) board bridge In space below student draws lines for the boards. Students that are able can label the boards with the numerals. Closure Allow students to share the bridges they created at
Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Blue crayon for each child 10 Popsicle sticks per child Resource Sheet 1: Numerals Cards 0-10 for each student Directions: Say: “Today you will be an engineer and build bridges and count the boards you used.” Model drawing a river with a blue crayon on the paper, laying popsicle sticks across the river, and placing the numerals next to the boards used as you count them. Model telling a partner, “This bridge is __boards long”. Give students their own materials and ask them to make a river. Ask: “ Can you make a bridge like mine? Check students for understanding. With a partner, let them build bridges, label and count, and tell their partner how many boards long it is. Allow students time to build several bridges. Key questions: How did you know where to place the numeral 0? How did you know how many boards you used? Formative Assessment: Ask students to complete a recording sheet that describes a bridge they built. Sheet could include: (name)’s (numeral) board bridge In space below student draws lines for the boards. Students that are able can label the boards with the numerals. Then they count to determine how long the bridge was. SMP 4: Model with mathematics. – Students used verbal counting to determine the length of the bridge. They used number cards to label the boards used. SMP 6: Attend to precision. – Students counted accurately using one-to-one correspondence matching the number said with the board in that numeric place on the bridge. SMP 7: Look for and make use of structure. – By counting sequentially, students used the structure of our number system to determine the length of the bridge. Closure Allow students to share the bridges they created at