information do we still need? Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Materials Needed: 5 x 7 inch index card (one per student) Post it notes of different sizes Base ten unit cubes Hundreds chart Cheese-it crackers Note: avoid using one-inch color tiles at this time. Resource Sheet 1: Exit Slip: Similarities & Differences Rather than having us all work in the same corner, I will give you a piece of paper that will represent our reading corner. Distribute a 5 x 7 index card to each student. This will represent the reading corner on a smaller scale. Each student will be given different “unit squares” [sticky notes, cheddar cheese crackers, base-10 unit cubes (ones), 100s chart (students can place the index card on top of the chart and trace around its perimeter), or any other square manipulative]. Avoid using tiles at this time. Your goal is that students will see the need for a standard unit of measurement. Student should cover the index card with their manipulatives. Discuss findings. Encourage discussion and debate. Why did some students end up with a different answer? What do we notice about the size of the unit square and the area found? (The larger the unit, the smaller the area and the smaller the unit, the larger the area.) SMP 1: make sense of problems and persevere in solving them – Students use tiling to explore the need for a standard unit of measure. SMP 4: Model with mathematics – Students use square units to determine the area of the index card. SMP 3: Construct viable arguments and critique the reasoning of others – Students compare the area measurements of each other and discuss why they are different.
Are there situations where you would want to use a smaller square unit? (Finding the area of a small object – the area of a footprint) When would it be appropriate to use a large square unit? (Finding the area of a large object – the area of a football field.) Students should realize the importance of using a common unit of measure. Since the teacher will be purchasing carpet tiles that are 1’ x 1’, we should agree on one unit of measure for our index cards. Formative Assessment: Distribute Resource Sheet 1: Exit Slip: Similarities & Differences and allow time for students to record their thinking. What are some of the similarities and differences that we saw when we covered our index cards using different manipulatives? Why do you think these differences occurred? Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Materials Needed: 12 one-inch tiles per student 5 x 7 inch index card (one per student) Resource Sheet 2: Exit Ticket: Rules for Finding Area Based on the discussion from Activity 1, students will know the importance of using a standard unit of measure. Yesterday we discussed how we were going to tile one section of our classroom with carpet tiles. I was able to purchase 12 carpet tiles since they come in a pack of 12. I didn’t buy any more packages, because I don’t want too many extra or not enough. SMP 1: Make sense of problems and persevere in solving them – Students explore ways to find the area when they don’t have enough tiles to cover the index card. SMP 3: Construct viable arguments and critique the reasoning of others – Students explain strategies they used to determine the area of the index card. SMP 8: Look for and express regularity in repeated reasoning – Students used their knowledge of repeated addition or the
area? Explain and provide an example. Supporting Information Interventions/Enrichments Special Education/Struggling Learners ELL Gifted and Talented -Use previous exit slip to sort students into groups. Possible activities for the following groups: Struggling students- Give more tiles, then slowly remove them so they can answer the question. Enrichments- Using Resource Sheets 3A&B “Uh-Oh” Cards, give students a problem with the wrong solution. Ask them to explain what went wrong and how to fix it. For example, instead of the response of 35, they say 12. What did they do wrong? Example 2: Instead of the response of 35, they said 20. What could they have done wrong? Example 3: Student said they got an area of 24. Provide advice to a student that said 24. What did they do wrong? If you did not have square tiles and only had rectangular tiles that were 1 x 2, how could you use them instead? Materials Square tiles 5 x 7 index cards per student (one per student) Post it notes of different sizes Base ten unit cubes Hundreds chart Cheese-it crackers 12 one-inch tiles per student 5 x 7 inch index card (one per student) Resource Sheet 1: Exit Slip: Similarities & Differences Resource Sheet 2: Exit Ticket: Rules for Finding Area Resource Sheets 3A&B: “Uh-Oh” Cards - Extension questions Technology Elmo or other projector, if available for student use when sharing solutions and modeling arrays Resources (must be available to all stakeholders) See Resource List in Unit Plan