rewrite the number in standard form, word form and expanded form. Teacher collects exit slip. Activity 2 UDL Components Multiple of Representation Multiple for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle 1: Representation is present in the activity. Students will use prior knowledge for the place values of a number. Use of matching activity activates students’ knowledge through visual representation. Principle II: Expressions is present in the activity. Students will interact with a peer while working the matching activity. This promotes expression and communication. Principle III: Engagement is present through this matching activity. Students will foster collaboration and community through communication with classmates. This task allows for active participation, personal response, evaluations and reflections. Teacher uses the previous activity’s exit slip as a warm-up. Teacher should review the correct and incorrect answers. Teacher should allow time for questions / answers. Using the strategy from the warm up, be sure to emphasize how to write the place values after the decimal. Example: 452.896 = Student will interpret and make meaning of the problem and begin to understand different forms and meaning of numbers when developing a strategy on how to write out the number in expanded form. (SMP #1) Students begin to develop the relationship between place value and decimals when a connection is made between place value and the number being multiplied. (SMP #2) Students skills they already know about creating numbers by multiplying or dividing by the value of 10 and also reflect on whether the answer makes sense. (SMP #4) Students will communicate with other classmates using appropriate mathematical languages during the matching game. (SMP #6)
several times, have the students switch cards throughout lesson. EXIT SLIP: teacher writes a number which has a value in the thousandths place, on the board and asks the students to write the number in word form, standard form, and expanded form. Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle 1: Representation is present in the activity. Students will use prior knowledge for writing numbers in expanded form using decimals to write numbers in expanded for using fractions. The problems on the chart paper will trigger students’ interest through the visual representation as they walk around the room. Principle II: Expressions is present in the activity. Students will interact with peers as they are actively involved in critiquing the problems on the chart paper. This promotes expression and communication. Principle III: Engagement is present through the Gallery Walk. Students will foster collaboration and community through communication with their classmates. This task allows for active participation, personal response, evaluations and reflections. Teacher uses exit slip from activity 2 and discusses correct answers. Teacher then writes a new decimal with a value less than one on the board. (e.g 0.72 or 0.357) Teacher asks the Student will develop meaning of the numbers through the transformation of one form to another. (SMP #1) Students will communicate with other classmates using appropriate mathematical languages during the gallery walk. (SMP #6) Students will develop a pattern with the numbers in expanded form, both decimal and fractional form. ( SMP #7)
Three hundred fifty-six and eight hundred seventy two thousandths 356.872 Three thousand and eighty-seven hundredths 3,056.87 thousand three hundred fifty- six and hundred seventy-two thousandths 3,356.872 Three hundred fifty-six and eighty seven thousandths 356.087