several times, have the students switch cards throughout lesson. EXIT SLIP: teacher writes a number which has a value in the thousandths place, on the board and asks the students to write the number in word form, standard form, and expanded form. Principle 1: Representation is present in the activity. Student will develop meaning of the Activity 3 Students will use prior knowledge for writing numbers in numbers through the transformation of one UDL Components expanded form using decimals to write numbers in form to another. Multiple Means of expanded for using fractions. The problems on the chart (SMP #1) Representation paper will trigger students’ interest through the visual Multiple Means for representation as they walk around the room. Students will communicate with other Action and Principle II: Expressions is present in the activity. classmates using appropriate mathematical Expression Students will interact with peers as they are actively languages during the gallery walk. Multiple Means for involved in critiquing the problems on the chart paper. (SMP #6) Engagement This promotes expression and communication. Key Questions Principle III: Engagement is present through the Gallery Students will develop a pattern with the Formative Assessment Walk. Students will foster collaboration and community numbers in expanded form, both decimal Summary through communication with their classmates. This task and fractional form. allows for active participation, personal response, ( SMP #7) evaluations and reflections. Teacher uses exit slip from activity 2 and discusses correct answers. Teacher then writes a new decimal with a value less than one on the board. (e.g 0.72 or 0.357) Teacher asks the
several times, have the students switch cards throughout lesson. EXIT SLIP: teacher writes a number which has a value in the thousandths place, on the board and asks the students to write the number in word form, standard form, and expanded form. Activity 3 UDL Components Multiple Means of Representation Multiple Means 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 writing numbers in expanded form using decimals to write numbers in expanded for using fractions. The problems on the chart paper will trigger students’ interest through the visual representation as they walk around the room. Principle II: Expressions is present in the activity. Students will interact with peers as they are actively involved in critiquing the problems on the chart paper. This promotes expression and communication. Principle III: Engagement is present through the Gallery Walk. Students will foster collaboration and community through communication with their classmates. This task allows for active participation, personal response, evaluations and reflections. Teacher uses exit slip from activity 2 and discusses correct answers. Teacher then writes a new decimal with a value less than one on the board. (e.g 0.72 or 0.357) Teacher asks the Student will develop meaning of the numbers through the transformation of one form to another. (SMP #1) Students will communicate with other classmates using appropriate mathematical languages during the gallery walk. (SMP #6) Students will develop a pattern with the numbers in expanded form, both decimal and fractional form. ( SMP #7)
M_5_NBT_A_3a_LP_PlaceVal.docx