Multiple Means for Principle II: Expression is present in the activity. The students will construct viable Action and Students are given an opportunity to use a variety arguments and critique their reasoning Expression of manipulatives, (e.g., hand-held and virtual as they work in groups to solve the Multiple Means for and calculators to problem. fraction strips, number lines, etc.) Engagement help determine equivalent fractions. The sequence (SMP #3) Key Questions of activities and tasks in this lesson assist students Formative Assessment in recognizing sequences and schedules of steps. Students must calculate efficiently and Summary Principle III: Engagement is present in the activity. accurately as they solve the problem. This task encourages active student participation, (SMP # 6) exploration and experimentation. Student collaboration and communication supports Students will need to see the overall ability to determine answers to authentic problems. process of the problem and attend to details as they look for and express The cafeteria manager has agreed to donate the regularity in repeated reasoning. (SMP #8) following leftover ingredients from yesterday’s dessert to be used in the fudge and brownie recipes: 6 cups of sugar 1 cups butter 2 cups walnuts 4 teaspoons vanilla Student Handout (See Figure 4) Student Task: Recalculate your shopping list to reflect how much you will have left to purchase from the store, to make the fudge and brownies for approximately 90 people.
Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle II: Expression is present in the activity. Students are given an opportunity to use a variety of manipulatives, (e.g., hand-held and virtual fraction strips, number lines, etc.) and calculators to help determine equivalent fractions. The sequence of activities and tasks in this lesson assist students in recognizing sequences and schedules of steps. Principle III: Engagement is present in the activity. This task encourages active student participation, exploration and experimentation. Student collaboration and communication supports ability to determine answers to authentic problems. The cafeteria manager has agreed to donate the following leftover ingredients from yesterday’s dessert to be used in the fudge and brownie recipes: 6 cups of sugar 1 cups butter 2 cups walnuts 4 teaspoons vanilla Student Handout (See Figure 4) Student Task: Recalculate your shopping list to reflect how much you will have left to purchase from the store, to make the fudge and brownies for approximately 90 people. The students will construct viable arguments and critique their reasoning as they work in groups to solve the problem. (SMP #3) Students must calculate efficiently and accurately as they solve the problem. (SMP # 6) Students will need to see the overall process of the problem and attend to details as they look for and express regularity in repeated reasoning. (SMP #8)
M_5_NF_A_1_2_LP_UnlikeDen.docx