Learning Experience Component Details Which Standards for Mathematical Practice(s) does this address? How is the Practice used to help students develop proficiency? Warm Up / Motivation Materials Needed: Diary of a Worm by D. Cronin (2003) Resource Sheet 1: Finding Worms Snap Cubes (one set per student) Read, Diary of a Worm by D. Cronin (2003). Distribute snap cubes to students. Display Resource Sheet 1: Finding Worms using a Whiteboard or projector. Share the problem with the students. (“Alex found 21 worms on the playground. Jose found 12 in the grass. How many worms did they find altogether?”) Allow students time to work with a partner to solve this problem. Have students share how they solve the problem. Ask: “What if we had worms at our school?” SMP 1: Make sense of problems and persevere in solving them –Students use the snap cubes to make sense of and model the problem. SMP 6: Attend to precision – students verify that they are using the number of snap cubes that match the problem and lead to a correct solution. (SMP 1 and SMP 6 will be evident throughout the lesson.) SMP 3: Construct viable arguments and critique the reasoning of others – students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components Engagement is present in the activity through providing a task that allows active participation and exploration. Representation is present in the activity through having students draw pictures, use manipulatives and write equations. Expression is present in the activity by asking guided questions and encouraging students to explain their thinking to partners. Comparing Worms—Whole group activity SMP 2: Reason abstractly and quantitatively – students use their snap cubes to model and explain why their equation is correct. SMP 3: Construct viable arguments and critique the reasoning of others students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution. SMP 4: Model with mathematics – students use snap cubes to model the problem.
12 – 7 = ? 7 + ? = 12 12 - ? = 7 12 = 7 + ? 7 = 12 - ? Have students model how they compared their cubes to determine the difference and how their comparisons relate to an equation or equations. How do you know your equation is correct? Teacher Note: Teacher asks higher level thinking questions. Examples: How did you solve this problem? How do you know your answer is correct? How many different equations can you write to solve the problem? Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Comparing More Worms—Partner activity Materials Needed: Resource Sheets 2A&B: Worms of Assorted Lengths (one worm per student – lengths should vary from student to student) Resource Sheets 3A&B: Worm Recording Sheet Snap Cubes Teacher Note: Adjust the length of worms according to student needs. Teacher will assign student pairs. Distribute Snap Cubes and Resource Sheet 3 Worm Recording Sheet to each student. Students will compare worms. They will then discuss SMP 2: Reason abstractly and quantitatively – students use their snap cubes to model and explain why their equation is correct. SMP 3: Construct viable arguments and critique the reasoning of others students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution. SMP 4: Model with mathematics – students use snap cubes to model the problem. SMP 5: Use appropriate tools strategically – students use equations and snap cubes to solve the problem.