through their predictions and reflections via their work with a partner. (SMP#3) Students calculate and communicate the two options accurately using correct mathematics that represent each situation. (SMP#6) UDL Components: Students analyze Activity 3 UDL Components expressions to determine a Principle I: Representation is present by activating prior knowledge by pre-teaching solution pathway. Multiple Means of critical prerequisite concepts through models. Emphasis on key understanding of (SMP#1) Representation grouping symbols in an expression. Students are also being given explicit prompts for each step in a sequential process. Multiple Means for Students will accurately Action and Expression Principle II: Expression is present by giving an alternative method of responding by evaluate expressions using using the whiteboards. Students are also being provided with a structure for Multiple Means for order of operations with effectively evaluating expressions. Engagement whole number exponents Key Questions Principle III: Engagement is present in this lesson by optimizing choice where and justify their Formative Assessment students create their own problems. Students will also check for understanding with calculations. Summary partners before displaying their order of operations problems. (SMP#6) As a pre-assessment of student understanding of order of operations from 5th grade, Students make use of students will evaluate the following numeric expressions on whiteboards: structure by rewriting the 10 + 25 ÷ 5 4 • order of operation 3 (45 -30) - 9 •
through their predictions and reflections via their work with a partner. (SMP#3) Students calculate and communicate the two options accurately using correct mathematics that represent each situation. (SMP#6) Activity 3 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 by activating prior knowledge by pre-teaching critical prerequisite concepts through models. Emphasis on key understanding of grouping symbols in an expression. Students are also being given explicit prompts for each step in a sequential process. Principle II: Expression is present by giving an alternative method of responding by using the whiteboards. Students are also being provided with a structure for effectively evaluating expressions. Principle III: Engagement is present in this lesson by optimizing choice where students create their own problems. Students will also check for understanding with partners before displaying their order of operations problems. As a pre-assessment of student understanding of order of operations from 5th grade, students will evaluate the following numeric expressions on whiteboards: 10 + 25 ÷ 5 • 4 3 • (45 -30) - 9 Students analyze expressions to determine a solution pathway. (SMP#1) Students will accurately evaluate expressions using order of operations with whole number exponents and justify their calculations. (SMP#6) Students make use of structure by rewriting the order of operation