You may wish to this activity by dividing the sets of cards up. Distribute the cards amongst the students. Allow each student to find a partner with a match to his or her card. Motivation Ask students what it means to measure time. Make sense of problems and Have students their ideas about how they persevere in solving them. might measure one minute’s time. (Use the Reason abstractly and quantitatively. Mississippi, two Mississippi’ or one Construct viable arguments and ‘One ‘One thousand, two one thousand approach, use a critique the reasoning of others. timer, etc). with Mathematics. Show students various analog and digital Use appropriate tools strategically. clocks. Ask questions such as, are Attend to precision. “What some differences you notice between analog Look for and make use of structure. and digital clocks? What are some Look for and express regularity in similarities?” repeated reasoning. Activity 1 UDL Components Make of problems and persevere in solving them. Representation is present in the activity UDL Components Reason abstractly and quantitatively. through displaying information in varied Construct viable arguments and formats (Judy Clocks, a Clock’, ‘Floor Multiple Means of critique the reasoning of others. standard analog and digital clocks). Representation Model with Mathematics. Expression is present in the activity through Multiple Means for Use appropriate strategically. providing alternatives for physically Action and Attend to precision. responding (using a Judy Clock or drawing Expression Look for and make use of structure. pictures).
You may wish to this activity by dividing the sets of cards up. Distribute the cards amongst the students. Allow each student to find a partner with a match to his or her card. Motivation Ask students what it means to measure time. Have students their ideas about how they might measure one minute’s time. (Use the ‘One Mississippi, two Mississippi’ or ‘One one thousand, two one thousand approach, use a timer, etc). Show students various analog and digital clocks. Ask questions such as, “What are some differences you notice between analog and digital clocks? What are some similarities?” Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. with Mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression UDL Components Representation is present in the activity through displaying information in varied formats (Judy Clocks, a ‘Floor Clock’, standard analog and digital clocks). Expression is present in the activity through providing alternatives for physically responding (using a Judy Clock or drawing pictures). Make of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with Mathematics. Use appropriate strategically. Attend to precision. Look for and make use of structure.
M_2_MD_C_7_LP_Time.docx