rewrite the number in standard form, word form and expanded form. Teacher collects exit slip. Principle 1: Representation is present in the activity. Student will interpret and make meaning Activity 2 Students will use prior knowledge for the place values of of the problem and begin to understand UDL Components a number. Use of matching activity activates students’ different forms and meaning of numbers Multiple of knowledge through visual representation. when developing a strategy on how to Representation Principle II: Expressions is present in the activity. write out the number in expanded form. Multiple for Students will interact with a peer while working the (SMP #1) Action and matching activity. This promotes expression and Expression communication. Students begin to develop the relationship Multiple Means for Principle III: Engagement is present through this between place value and decimals when a Engagement matching activity. Students will foster collaboration and connection is made between place value Key Questions community through communication with classmates. and the number being multiplied. Formative Assessment This task allows for active participation, personal (SMP #2) Summary response, evaluations and reflections. Students skills they already know about creating numbers by multiplying or Teacher uses the previous activity’s exit slip as a dividing by the value of 10 and also reflect warm-up. Teacher should review the correct and on whether the answer makes sense. incorrect answers. Teacher should allow time for (SMP #4) questions / answers. Students will communicate with other Using the strategy from the warm up, be sure to classmates using appropriate mathematical emphasize how to write the place values after the languages during the matching game. decimal. (SMP #6) Example: 452.896 =
rewrite the number in standard form, word form and expanded form. Teacher collects exit slip. Activity 2 UDL Components Multiple of Representation Multiple for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle 1: Representation is present in the activity. Students will use prior knowledge for the place values of a number. Use of matching activity activates students’ knowledge through visual representation. Principle II: Expressions is present in the activity. Students will interact with a peer while working the matching activity. This promotes expression and communication. Principle III: Engagement is present through this matching activity. Students will foster collaboration and community through communication with classmates. This task allows for active participation, personal response, evaluations and reflections. Teacher uses the previous activity’s exit slip as a warm-up. Teacher should review the correct and incorrect answers. Teacher should allow time for questions / answers. Using the strategy from the warm up, be sure to emphasize how to write the place values after the decimal. Example: 452.896 = Student will interpret and make meaning of the problem and begin to understand different forms and meaning of numbers when developing a strategy on how to write out the number in expanded form. (SMP #1) Students begin to develop the relationship between place value and decimals when a connection is made between place value and the number being multiplied. (SMP #2) Students skills they already know about creating numbers by multiplying or dividing by the value of 10 and also reflect on whether the answer makes sense. (SMP #4) Students will communicate with other classmates using appropriate mathematical languages during the matching game. (SMP #6)
M_5_NBT_A_3a_LP_PlaceVal.docx