Key Questions: How many objects in each set? Which set is greater or less? How do you know? How can we make the sets equal? Formative Assessment: As students are matching and snapping, the teacher will observe and check for student understanding Activity 3 UDL Components: Representation is present in this activity through the UDL Components use of concrete objects. Through this activity, Multiple Means of students will demonstrate an understanding of the Representation terms greater than, less than, equal to. Multiple Means for Expression is present in this activity through the use Action and of oral responses, hand signals, and body Expression movements. Multiple Means for Engagement is present in this activity through the Engagement use of differentiating the number of bears used to Key Questions complete the activity. Formative Assessment Summary Teacher will arrange 9 bowls in a grid of 3 rows of 3. SMP 2 Reason abstractly and quantitatively – Various quantities of bears are hidden underneath Students will determine if their and ‘more’ ‘less’ each bowl. These can be referred to as in cards correctly match the bears in each cave. “bears caves”. Students lift a cave and count the bears. Then they chose a more or less card. Students lift a SMP 4 Model with mathematics Students will – second cave, count the bears, and place the unused use counting and/or one-to-one correspondence card next to it. to compare the number of bears in each cave. If the cards correctly match the amounts in the two caves (the card with the cave that has the ‘more’
Key Questions: How many objects in each set? Which set is greater or less? How do you know? How can we make the sets equal? Formative Assessment: As students are matching and snapping, the teacher will observe and check for student understanding 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: Representation is present in this activity through the use of concrete objects. Through this activity, students will demonstrate an understanding of the terms greater than, less than, equal to. Expression is present in this activity through the use of oral responses, hand signals, and body movements. Engagement is present in this activity through the use of differentiating the number of bears used to complete the activity. Teacher will arrange 9 bowls in a grid of 3 rows of 3. Various quantities of bears are hidden underneath each bowl. These can be referred to as “bears in caves”. Students lift a cave and count the bears. Then they chose a more or less card. Students lift a second cave, count the bears, and place the unused card next to it. If the cards correctly match the amounts in the two caves (the ‘more’ card with the cave that has the SMP 2 Reason abstractly and quantitatively – Students will determine if their ‘more’ and ‘less’ cards correctly match the bears in each cave. SMP 4 Model with mathematics – Students will use counting and/or one-to-one correspondence to compare the number of bears in each cave.
M_K_CC_C_6_LP_CompareSets.docx