other content areas. The teacher should create one poster to describe each situation. The posters should be displayed in the four corners of the classroom. Students are given time to read all situations, choose the one of greatest personal interest, and then move into that corner. The situations for this activity are intended to be open-ended. Ask students to discuss the role of additive inverses from their personal knowledge of the given topics, such as: Finances - Balancing a budget or to paying off credit card bills. Sports – Playing or scoring in a sport. Geography – Lines of longitude and latitude and their distances from the Prime Meridian and Equator, respectively. Geography – Measuring distances above versus below sea level. Teacher can decide to create another scenario that incorporates the experiences/cultures of students in the classroom. 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: Principle I: Representation is present in the activity. The Warm-up task incorporates options for perception by assigning colors for emphasis, e.g., positive values versus negative values. Options for comprehension are provided in the Motivation and in the activity through the use of authentic, student-centered scenarios that model key concepts regarding integers and additive inverses. Principle II: Expression is present in the activity. Students physically interact with instructional materials by examining note cards, taking turns placing the cards in categories on the chalk/white board, and then Make sense of problems and persevere in solving them by requiring students to identify and compare relationships in a variety of decontextualized and contextualized representations. (SMP #1) Construct viable arguments and critique the reasoning of others by engaging students in a discussion of why they agree or disagree with other students’ answers, and by expecting students to respond to the guiding questions in the activity. (SMP #3)
effort and persistence are introduced through differentiated degrees of difficulty in values included with the online activity. Directions: See the attached Activity #3: Rational Flow Chart document. Direct students to look at the given values on the flow chart. They should begin the chart by combining given values to determine the values missing from lined spaces and within arrows. Similarly, the values students determine will provide clues needed to find additional, missing values. Students should build on their work until the flow chart is complete and the flow of values is correct. Review the activity by asking guiding questions: What strategy did you use to determine the missing values? Did your first strategy work? Why or why not? Is there only one solution for each combination of values? Explain your reasoning. How do you know your missing values are correct? understand the meaning of operations symbols and signed quantities, as well as to calculate efficiently and correctly. (SMP #6) Look for and express regularity in repeated reasoning by understanding the overall process of the activity, yet still attending to the details of each computation. (SMP #8) Activity 4 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for UDL Components: Principle I: Representation is present in the activity. Use of online manipulatives activates students’ prior knowledge through visual imagery, concept anchoring, and concept mastery. Principle II: Expression is present in the activity. It encourages students to “stop and think” before choosing Make sense of problems and persevere in solving them by expecting students to see relationships between quantities and analyze given information in order to plan a path of “attack” and solve the problem. (SMP #1)
Engagement Key Questions Formative Assessment Summary the correct answer. The activity provides alternatives in the requirements for rate and length of time students are allowed to interact with the online instructional material. Also, the activity provides option for physical action by using keyboard commands for mouse actions. Principle III: Engagement is present in the activity. Students are encouraged to persist through the spontaneity and novelty inherent in the computer game. Directions: Go to the National Library of Virtual Manipulatives website: Click on Number Operations 6-8 and then click on the Circle Zero game. Use this game to reinforce the rule for combining opposite quantities to make zero. This can be done individually, in partners, or as a whole group. What strategy did you use to place the numbers? Did your first strategy work? Why or why not? Is there only one solution for each circle? Explain your reasoning. Reason abstractly and quantitatively by requiring students to make sense of the given quantities in the circles and their relationships with each other and with possible solution values. (SMP #2) Attend to precision by requiring students to calculate accurately before they can continue with the next example in the game. (SMP #6) Look for an express regularity in repeated reasoning by providing students with an opportunity to understand the broader application of patterns and observe that structure in similar situations. (SMP #8) Closure Exit ticket: Describe an authentic situation that we have not discussed during the lesson in which opposite quantities combine to make zero. NOTE: Teachers may prefer to create an exit ticket that focuses on addition and subtraction of rational numbers. Students will complete the exit ticket independently.