Provide additional examples as needed. UDL Components: Make sense of problems and persevere in solving Activity 2 them. Principle I: Representation is present in the activity. UDL Components Reason abstractly and quantitatively. This activity presents students with an explicit Look for and make use of structure. opportunity for spaced review and practice with Multiple Means of Representation traditional and non-traditional division algorithms. Multiple Means for Principle II: Expression is present in the activity. It uses Action and prompts, diagrams, and visual models of the processes Expression involved. Principle III: Engagement is present in the activity. The task Multiple Means for requires students to explicitly formulate and restate goals. Engagement Key Questions The following is for the Common Core Formative Assessment from “Progressions State Standards in Mathematics. April 7, 2011. Use this as a Summary model for the step BEFORE learning the “standard algorithm.”
Provide additional examples as needed. Activity 2 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. This activity presents students with an explicit opportunity for spaced review and practice with traditional and non-traditional division algorithms. Principle II: Expression is present in the activity. It uses prompts, diagrams, and visual models of the processes involved. Principle III: Engagement is present in the activity. The task requires students to explicitly formulate and restate goals. The following is from “Progressions for the Common Core State Standards in Mathematics. April 7, 2011. Use this as a model for the step BEFORE learning the “standard algorithm.” Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Look for and make use of structure.