Group Suggestion: This would be a great opportunity for the teacher to bring in the ingredients for the above recipe to allow the students to become familiar with how items are packaged and how they are measured. Lead students to notice that some ingredients are measured in weight versus volume. Allow students to compare a stick of butter versus a tub of butter. are some things you notice on the “What package of the stick of butter? Would you buy a stick of butter, a pound of butter, or a tub of butter? Explain your choice.” Student Task: With a partner/group, decide how many batches of each recipe the 5th grade will make. Then create a shopping list of the ingredients needed to make enough fudge and brownies for approximately 90 people. Explain your reasoning. Student Handout (See Figure 3) UDL Components: Students will need to make sense of Activity 3 Principle I: Representation is present in the problems and persevere in solving it as UDL Components activity. Through the preceding tasks, students they plan a strategy to work this Multiple Means of build on their prior work to reinforce new problem. Representation knowledge. The font size for print may be (SMP #1) enlarged, depending on the needs of individual students.
Group Suggestion: This would be a great opportunity for the teacher to bring in the ingredients for the above recipe to allow the students to become familiar with how items are packaged and how they are measured. Lead students to notice that some ingredients are measured in weight versus volume. Allow students to compare a stick of butter versus a tub of butter. “What are some things you notice on the package of the stick of butter? Would you buy a stick of butter, a pound of butter, or a tub of butter? Explain your choice.” Student Task: With a partner/group, decide how many batches of each recipe the 5th grade will make. Then create a shopping list of the ingredients needed to make enough fudge and brownies for approximately 90 people. Explain your reasoning. Student Handout (See Figure 3) Activity 3 UDL Components Multiple Means of Representation UDL Components: Principle I: Representation is present in the activity. Through the preceding tasks, students build on their prior work to reinforce new knowledge. The font size for print may be enlarged, depending on the needs of individual students. Students will need to make sense of problems and persevere in solving it as they plan a strategy to work this problem. (SMP #1)
M_5_NF_A_1_2_LP_UnlikeDen.docx