(SMP #1, #4, #6 and #7) Activity 2 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 with the multiple means of symbolic representations (e.g. an illustration, graphs and exponential forms). Principle II: Expression is present by a graphic organizer to complete the magic coin activity. Students are also being provided prompts for systemizing their thinking to reflect on their prediction and the mathematical process. Principle III: Engagement is present by working in groups to share their thinking and representations of the problem. Partners will use discussion and a graphic organizer to determine which option produces the most coins after 28 days. Students are invited for personal responses through their predictions prior to completing the task. Students will self-reflect on their prior predictions after completing the task. This activity is from Illustrative Mathematics 6.EE.—The Djinni’s** Offer **Referred to as genie in the task Have your students work in groups of two and complete the “The Djinni’s Offer” problem. (Attachment #3) When they have finished the problem, have a class discussion about their answers. The teacher can ask, what mathematics did you use to determine each solution? (Teacher note: Students should use language including exponents and repeated multiplication in their explanation.) (SMP #1, #2, #3 and #6) Students make sense of the genie problem (Djinni’s Offer) and devise methods on how to produce a solution. Students then monitor and analyze their work to determine reasonableness of their solution. (SMP#1) Students decontextualize the genie problem (Djinni’s Offer) to abstract a given situation and represent it symbolically by determining which option is best and supporting their choice through multiple representations. (SMP#2) Students justify their conclusions, communicate them to others, and respond to the arguments of others
through their predictions and reflections via their work with a partner. (SMP#3) Students calculate and communicate the two options accurately using correct mathematics that represent each situation. (SMP#6) Activity 3 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 by activating prior knowledge by pre-teaching critical prerequisite concepts through models. Emphasis on key understanding of grouping symbols in an expression. Students are also being given explicit prompts for each step in a sequential process. Principle II: Expression is present by giving an alternative method of responding by using the whiteboards. Students are also being provided with a structure for effectively evaluating expressions. Principle III: Engagement is present in this lesson by optimizing choice where students create their own problems. Students will also check for understanding with partners before displaying their order of operations problems. As a pre-assessment of student understanding of order of operations from 5th grade, students will evaluate the following numeric expressions on whiteboards: 10 + 25 ÷ 5 • 4 3 • (45 -30) - 9 Students analyze expressions to determine a solution pathway. (SMP#1) Students will accurately evaluate expressions using order of operations with whole number exponents and justify their calculations. (SMP#6) Students make use of structure by rewriting the order of operation