information do we still need? Activity 1 Materials Needed: SMP 1: make sense of problems and persevere in solving them Students use tiling to explore 5 x 7 inch index card (one per student) – UDL Components the need for a standard unit of measure. Post it notes of different sizes Multiple Means of Base ten unit cubes SMP 4: Model with mathematics Students use Representation – Hundreds chart square units to determine the area of the index Multiple Means for Cheese-it crackers card. Action and Note: avoid using one-inch color tiles at this time. Expression Resource Sheet 1: Exit Slip: Similarities & SMP 3: Construct viable arguments and critique Multiple Means for Differences the reasoning of others Students compare the – Engagement area measurements of each other and discuss Key Questions Rather than having us all work in the same corner, I why they are different. Formative Assessment will give you a piece of paper that will represent our Summary reading corner. Distribute a 5 x 7 index card to each student. This will represent the reading corner on a smaller scale. Each student will be given different [sticky notes, “unit squares” cheddar cheese crackers, base-10 unit cubes (ones), 100s chart (students can place the index card on top of the chart and trace around its perimeter), or any other square manipulative]. Avoid using tiles at this time. Your goal is that students will see the need for a standard unit of measurement. Student should cover the index card with their manipulatives. Discuss findings. Encourage discussion and debate. Why did some students end up with a different answer? What do we notice about the size of the unit square and the area found? (The larger the unit, the smaller the area and the smaller the unit, the larger the area.)
information do we still need? Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Materials Needed: 5 x 7 inch index card (one per student) Post it notes of different sizes Base ten unit cubes Hundreds chart Cheese-it crackers Note: avoid using one-inch color tiles at this time. Resource Sheet 1: Exit Slip: Similarities & Differences Rather than having us all work in the same corner, I will give you a piece of paper that will represent our reading corner. Distribute a 5 x 7 index card to each student. This will represent the reading corner on a smaller scale. Each student will be given different “unit squares” [sticky notes, cheddar cheese crackers, base-10 unit cubes (ones), 100s chart (students can place the index card on top of the chart and trace around its perimeter), or any other square manipulative]. Avoid using tiles at this time. Your goal is that students will see the need for a standard unit of measurement. Student should cover the index card with their manipulatives. Discuss findings. Encourage discussion and debate. Why did some students end up with a different answer? What do we notice about the size of the unit square and the area found? (The larger the unit, the smaller the area and the smaller the unit, the larger the area.) SMP 1: make sense of problems and persevere in solving them – Students use tiling to explore the need for a standard unit of measure. SMP 4: Model with mathematics – Students use square units to determine the area of the index card. SMP 3: Construct viable arguments and critique the reasoning of others – Students compare the area measurements of each other and discuss why they are different.