Directions: certain addition strategy be used when Distribute two different colors of connecting cubes, solving number sentences. dry erase boards, and dry erase markers to each student. SMP 4: Model with mathematics; students write Write a target number within 10 on the board a number sentence for a target number. (ex. 7, 9, etc) Instruct the students to show one way to represent SMP 6: Attend to precision; students create the target number using their cubes and write a accurate drawings and representations of number sentence on their board that represents their mathematical situations. model. Ask the students to also identify the strategy they used and why that strategy could be used when solving the number sentence. If a student is unable to complete this task, scaffolding should take place in small group instruction while implementing the lesson. Motivation Give each child a bag” and tell them that each bag “mystery contains 20 pieces of candy. Some are Hershey kisses and some are M&M’s. (Use manipulatives as imaginary candy in place of real candy if preferred.) Activity 1 UDL Components: SMP 1: Make sense of problems and persevere is present in the activity through the use of in solving them; students make as many number Representation multiple representations of numbers. Students will be sentences for a given number. UDL Components exploring multiple ways to demonstrate a target number. Multiple Means of Key vocabulary words will be introduced as appropriate and Reason abstractly and quantitatively; SMP 2: Representation authentic. students create equations for the situation Multiple Means for Expression is present in the activity by the interview presented Action and process. The teacher allows the students to express their Expression knowledge, taking notes based on observations. SMP 4: Model with mathematics; students Multiple Means for Engagement is present by providing the choice of create concrete and pictorial representations of Engagement manipulatives/math tools for accomplishing the task. their situation. Key Questions
Directions: Distribute two different colors of connecting cubes, dry erase boards, and dry erase markers to each student. Write a target number within 10 on the board (ex. 7, 9, etc) Instruct the students to show one way to represent the target number using their cubes and write a number sentence on their board that represents their model. Ask the students to also identify the strategy they used and why that strategy could be used when solving the number sentence. If a student is unable to complete this task, scaffolding should take place in small group instruction while implementing the lesson. certain addition strategy be used when solving number sentences. SMP 4: Model with mathematics; students write a number sentence for a target number. SMP 6: Attend to precision; students create accurate drawings and representations of mathematical situations. Motivation Give each child a “mystery bag” and tell them that each bag contains 20 pieces of candy. Some are Hershey kisses and some are M&M’s. (Use manipulatives as imaginary candy in place of real candy if preferred.) Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components: Representation is present in the activity through the use of multiple representations of numbers. Students will be exploring multiple ways to demonstrate a target number. Key vocabulary words will be introduced as appropriate and authentic. Expression is present in the activity by the interview process. The teacher allows the students to express their knowledge, taking notes based on observations. Engagement is present by providing the choice of manipulatives/math tools for accomplishing the task. SMP 1: Make sense of problems and persevere in solving them; students make as many number sentences for a given number. SMP 2: Reason abstractly and quantitatively; students create equations for the situation presented SMP 4: Model with mathematics; students create concrete and pictorial representations of their situation.
M_1_OA_C_6_LP_FindUnknown.docx