Activity 1 UDL Components Make sense of problems and persevere Representation is present in the activity through in solving them. UDL Components highlighting how complex terms and expressions are Reason abstractly and quantitatively. Multiple Means of composed of simpler words or symbols. with mathematics. Representation Expression is present in the activity through the use of Use appropriate tools strategically. Multiple Means for options such as folding, cutting, or drawing to Look for and make of structure. Action and demonstrate mathematical understanding. Expression Engagement is present in the activity through the use of Multiple Means for a task that allows for active participation and exploration. Engagement Key Questions Formative Assessment Give each student a piece of paper and crayons or Summary markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their paper. Have students fold the paper in half again. Have students open their paper. Ask, how many parts are there now in the whole? (Four, which is the denominator) How many of those four parts are shaded? (Two, which is the numerator). What fraction is shaded? ( ) What is the relationship between? (Looking for equivalence or the same value) (Record the fractions) Have students fold the back up so that is showing. Fold the paper in half again. Have students open their paper.
Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components Representation is present in the activity through highlighting how complex terms and expressions are composed of simpler words or symbols. Expression is present in the activity through the use of options such as folding, cutting, or drawing to demonstrate mathematical understanding. Engagement is present in the activity through the use of a task that allows for active participation and exploration. Give each student a piece of paper and crayons or markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their paper. Have students fold the paper in half again. Have students open their paper. Ask, how many parts are there now in the whole? (Four, which is the denominator) How many of those four parts are shaded? (Two, which is the numerator). What fraction is shaded? ( ) What is the relationship between? (Looking for equivalence or the same value) (Record the fractions) Have students fold the back up so that is showing. Fold the paper in half again. Have students open their paper. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. with mathematics. Use appropriate tools strategically. Look for and make of structure.
M_4_NF_A_1_LP_EquivFract.docx