High School Mathematics UDL Instructional Unit-Lesson 4
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− | + | |colspan=2 style="background-color:#FFFFFF;"|'''Objective: '''Students will make decisions about units and scales that are appropriate for problem solving situations within mathematics or across disciplines or contexts. | |
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− | | | + | |colspan=2 style="background-color:#FFFFFF;"|'''Essential Questions:''' |
# What are the relationships among the measurements of dimensions, area, and perimeter in problem solving situations? | # What are the relationships among the measurements of dimensions, area, and perimeter in problem solving situations? | ||
# How does changing the sides of a square affect the area? | # How does changing the sides of a square affect the area? | ||
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− | | | + | |colspan=2 style="background-color:#FFFFFF;"|'''Materials Set Up:''' |
* Set up problem and question on overhead/whiteboard. | * Set up problem and question on overhead/whiteboard. | ||
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=='''Lesson 4: Practice – 15 minute'''== | =='''Lesson 4: Practice – 15 minute'''== | ||
{| border=1 | {| border=1 | ||
− | |width = "2500" style="background-color:#FFFFFF;"| | + | |width = "2500" style="background-color:#FFFFFF;"| |
− | + | <ol><li> Break into small groups to solve the problem.</li> | |
− | + | <ul><li> Pose the problem: Your class is having a party and wants a dance floor. The biggest dance floor in the classroom is 8ft x 8ft.</li> | |
− | + | <li> Based on each dancer's estimation of the dance space needed for one person preforming one style of dance, how many people can dance at one time on the dance floor?</li> | |
− | + | <li> Calculate each style separately by using unit rate.</li> | |
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− | Length | + | {|border = 1 border-collapse = collapse |
− | Width | + | |rowspan=2|Dance Style |
− | Area | + | |colspan=3|Space Needed for a Person |
+ | |rowspan=2|Number of People Who Can Dance at One Time | ||
+ | |- | ||
+ | ||Length | ||
+ | ||Width | ||
+ | ||Area | ||
+ | |- | ||
+ | ||''Slow dance'' | ||
+ | ||2 ft | ||
+ | ||2 ft | ||
+ | ||4 ft<sup>2</sup> | ||
+ | ||16 | ||
+ | |- | ||
+ | |height = 20| | ||
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+ | || | ||
+ | |- | ||
+ | |height = 20| | ||
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+ | |} | ||
+ | <li> Based on the information in the table, what style of music would you play? </li> | ||
+ | <li> Explain why.</li></ul> | ||
− | + | <li> Bring the whole group back together. </li> | |
− | + | <ol type=lower-alpha><li> Fill in the table to indicate the number of dancers who can dance at one time based on the style of dance. </li> | |
− | + | <ul><li> Unit rate of couple per square feet needed based on different dance styles.</li></ul> | |
− | + | <li> Discuss the style of music the class would choose.</li></ol></ol> | |
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'''Multiple means of representation: '''Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. | '''Multiple means of representation: '''Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. | ||
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|} | |} | ||
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{| border=1 | {| border=1 | ||
− | |width = "2500" style="background-color:# | + | |width = "2500" style="background-color:#D9D9D9;"|'''Additional Considerations for Emerging Readers''' |
|- | |- | ||
− | |width = "2500" style="background-color:#FFFFFF;"| | + | |width = "2500" style="background-color:#FFFFFF;"| |
− | + | <ol><li> Present students with the problem written with words paired with picture and/or object representations of the most salient vocabulary from the problem. </li> | |
− | + | <ul><li> Determine the area of the dance floor, using previous learned strategies (e.g., 8ft x 8ft = 64ft2).</li> | |
− | + | <li> Using information from the table, use the unit rate and equivalent ratios to determine how many people can dance on the floor at one time:</li> | |
− | 1 person | + | <ul><li> Slow dance <math> \frac{1 person}{4ft^2} = \frac{x\ person}{64 ft^2}</math></li></ul> |
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− | 2 | + | |
− | + | <li> Repeat for each style of music.</li></ul> | |
− | + | <li> Individuals from groups share their results to complete the class table. Students should have their own copies of the table for reference. Provide picture/number representations for students to use to communicate results if needed.</li></ol> | |
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|- | |- | ||
− | |width = "2500" style="background-color:# | + | |width = "2500" style="background-color:#D9D9D9;"|'''Additional Considerations for Emerging Communicators''' |
|- | |- | ||
− | |width = "2500" style="background-color:#FFFFFF;"|# Present the problem to students written with words paired with pictures or object representations. | + | |width = "2500" style="background-color:#FFFFFF;"| |
− | + | # Present the problem to students written with words paired with pictures or object representations. | |
− | + | ::* Have a section of the classroom floor measured out and taped in an 8ft x 8ft square. | |
− | + | ::* Students move around the perimeter of the dance floor and within the area. | |
− | + | ::* If the floor has one foot square tiles, students skip count the tiles by 8, hitting a preprogrammed switch or placing a representation of each long foot (1x8) in a basket and determine the total of 64. | |
− | + | ::* Students stop hitting the switch at the end of the length or stop adding a long foot to indicate understanding/performance of area. | |
− | + | ::* Repeat process for each style of music. | |
− | + | ::* Students should collect a representation of their group's results as the group collects information on each style. | |
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+ | <ol start=2><li> Individuals from groups share the results to complete the class table. </li> | ||
+ | <ul><li> Students should use their own copies of the group results, which they collected in their mode of communication, to contribute to the whole class table.</li> | ||
+ | </ul></ol> | ||
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− | |width = "2500" style="background-color:# | + | |width = "2500" style="background-color:#D9D9D9;"|'''Additional Considerations for Emerging Readers and Emerging Communicators''' |
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− | |width = "2500" style="background-color:#FFFFFF;"| | + | |width = "2500" style="background-color:#FFFFFF;"| |
+ | <ol><li> When reviewing the expected outcomes, have students refer to the lesson objectives they recorded in their mathematics journals or their electronic picture versions.</li> | ||
− | + | <li> Students use the information recorded in their journals to refer back to the lesson objectives key words paired with images. From that information, they share what they have learned based on each of the expectations. </li> | |
− | + | <ul><li> For example, students grab the tactile cue for area to state, "I have learned that the area is all the space measured within a figure."</li></ul> | |
− | + | <li> Students should also refer back to the photographs or tactile representations of real-life situations in which these concepts are used to share when they could use these new skills.</li> | |
− | + | <ul><li> For example, students touch the tactile representations for area and tabletop to state, "I can use area to determine if an object will fit on my desk."</li></ul></ol> | |
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|width = "2500" style="background-color:#FFFFFF;"|'''B.''' '''Exit Assessment''' | |width = "2500" style="background-color:#FFFFFF;"|'''B.''' '''Exit Assessment''' | ||
# Tell students: "This will be your ticket out the door": | # Tell students: "This will be your ticket out the door": | ||
− | * If you have a party at your house and have a 10ft x 10ft dance floor, determine how many people could dance at the same. | + | ::* If you have a party at your house and have a 10ft x 10ft dance floor, determine how many people could dance at the same. |
− | * Use the information from the table created during the lesson body. | + | ::* Use the information from the table created during the lesson body. |
− | + | <ol start=2><li> Observe how students solve the problems. </li> | |
− | + | <ul><li> Take anecdotal notes or assess students using a rubric. </li> | |
− | + | <li> The situation/problem dictates the type of measurement to use.</li> | |
− | + | <ul><li> Did students determine the area of the dance floor correctly?</li> | |
− | + | <li> Could students use the area to compute the answer to the question? </li> | |
− | + | <li> Did students use the rate and equivalent ratios to determine how many people could dance a certain style at one time? </li></ul></ul> | |
− | + | <li> Students return to whole group.</li> | |
− | + | <ul><li> Small groups present their solutions to the class and explain their process for determining their answers.</li></ul></ol> | |
'''Multiple means of representation: '''Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. | '''Multiple means of representation: '''Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. | ||
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{| border=1 | {| border=1 | ||
− | |width = "2500" style="background-color:# | + | |width = "2500" style="background-color:#D9D9D9;"|'''Additional Considerations for Emerging Readers ''' |
|- | |- | ||
− | |width = "2500" style="background-color:#FFFFFF;"| | + | |width = "2500" style="background-color:#FFFFFF;"| |
− | + | <ol><li> Present students with the problem written with words paired with picture symbols of the most salient vocabulary from the problem. </li> | |
− | + | <ul><li> Determine the area of the dance floor, using previous learned strategies (e.g., 8ft x 8ft = 64ft2).</li> | |
− | + | <li> Using information from the table, use the unit rate and equivalent ratios to determine how many people can dance on the floor at one time:</li> | |
− | 1 person | + | <ul><li> Slow dance <math>\frac{1 person}{4ft^2} = \frac{x\ person}{64 ft^2} </math></li></ul> |
+ | <li> Repeat for each style of music.</li></ul> | ||
− | + | <li> Provide students with a copy of a modified rubric and review expectations. </li> | |
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− | + | <li> Allow students to use all supports provided throughout the unit lesson so far.</li> | |
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− | + | <li> Students should have their own copies of the table for reference. </li> | |
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− | + | <li> Provide picture/number representations for students to use to communicate results if needed.</li> | |
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|- | |- | ||
− | |width = "2500" style="background-color:# | + | |width = "2500" style="background-color:#D9D9D9;"|'''Additional Considerations for Emerging Communicators''' |
|- | |- | ||
− | |width = "2500" style="background-color:#FFFFFF;"|# Present students with the problem written with words paired with pictures or an object representation of the problem. | + | |width = "2500" style="background-color:#FFFFFF;"| |
− | + | # Present students with the problem written with words paired with pictures or an object representation of the problem. | |
− | + | ::* Have a section of the classroom floor measured out and taped in an 8ft x 8 ft square. | |
− | + | ::* Students move around the perimeter of the dance floor and within the area. | |
− | + | ::* If the floor has one foot square tiles, students skip count the tiles by 8, hitting a preprogrammed switch or placing a representation of each long foot (1 x 8) in a basket and to determine the total of 64. | |
− | + | ::* Students stop hitting the switch at the end of the length or stop adding a long foot to indicate understanding/performance of area. | |
+ | ::* Repeat for each style of music. | ||
− | + | <ol start=2><li>Provide students with a copy of a modified rubric in picture and/or tactile representation and review expectations. </li> | |
− | + | <li> Allow students to use all supports provided throughout the unit lesson so far.</li> | |
− | + | <li> Students have their own copies of the group results to the dances in the form of visual and/or tactile representations of the dance style paired with the number of people. </li> | |
− | + | <li> Students contribute to the class table by handing the paired representations to the teacher.</li></ol> | |
|- | |- | ||
|} | |} | ||
+ | </ol></ol></ol> | ||
+ | |||
+ | |||
=='''Lesson 4: Resources'''== | =='''Lesson 4: Resources'''== | ||
+ | <!--=='''Lesson 4: Resources'''==--> | ||
+ | |||
+ | [[Media:UDL_HS_Math_Lesson_4_Resources.pdf|UDL_HS_Math_Lesson_4_Resources.pdf]] | ||
+ | |||
+ | |||
+ | Return to [[High School Mathematics UDL Instructional Unit-Lesson 3| Lesson 3]] Proceed to [[High School Mathematics UDL Instructional Unit-Lesson 5|Lesson 5]] | ||
+ | |||
+ | <!--=='''Lesson 4: Resources'''==--> | ||
+ | |||
+ | [[Category: High]] | ||
+ | [[Category:Math]] | ||
+ | [[Category:UDL]] |
Latest revision as of 14:55, 11 June 2015
Contents |
[edit] Lesson 4: Objective
Grade Span: 9 - 10 | Content Area: Math - Geometry |
Lesson 4 of the Unit
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Approximate Time Needed: 55 minutes |
Objective: Students will make decisions about units and scales that are appropriate for problem solving situations within mathematics or across disciplines or contexts. | |
Essential Questions:
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Materials Set Up:
[edit] Lesson 4: Materials Needed:
Lesson Vocabulary Area Length, Width Ratio Unit of Measure Unit Rate |
[edit] Lesson 4: Introduction – 10 minutes
A. Activate Previous Knowledge
Multiple means of representation: Present real life problems using drawings, models, and video representations of people dancing on a dance floor. Multiple means of expression: Allow students to present ideas for problem solving using computer models, demonstrations, visuals, etc. Record problem solving ideas in different formats: mathematics journals, computer, premade or original graphic organizers, etc. Multiple means of engagement: Use student-chosen dance styles and music when presenting problem. Allow students to work individually or in small groups based on learning style. |
Additional Considerations for Emerging Readers and Emerging Communicators |
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B. Establish Goals/Objectives for the Lesson
Inform students that they will make decisions about units and scales that are appropriate for problem solving situations within mathematics or across disciplines or contexts, and:
Multiple means of representation: Along with posting lesson objectives in the classroom, provide individual copies for students. Multiple means of expression: Allow students to record lesson objectives in different formats: mathematics journals, computer, premade or original graphic organizers, etc. Multiple means of engagement: Brainstorm ideas of how and when these skills might be relevant to "me." |
Additional Considerations for Emerging Readers and Emerging Communicators |
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[edit] Lesson 4: Body – 15 minutes
Direct Instruction and/or Facilitation of the Lesson
Whole Group Discussion:
Multiple means of expression: Allow students to solve the problem using formulas and/or models and record information into the tables using various formats paper and pencil, computer, etc. Multiple means of engagement: Ensure all students are actively involved in their small groups. Use music and dance styles related to students' interests. Use questioning to encourage students to explain their strategies. | |||||||||||||||||||
Additional Considerations for Emerging Readers | |||||||||||||||||||
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Additional Considerations for Emerging Communicators | |||||||||||||||||||
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[edit] Lesson 4: Practice – 15 minute
Multiple means of representation: Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. Multiple means of expression: Allow students to solve the problem using the formulas, drawings, computer graphics, and/or models, etc. Record the number of people into the tables using various formats: paper and pencil, Smart Board, computer, etc. Multiple means of engagement: Ensure all students are actively involved in their small groups, and use music and dance styles related to students' interests. Use questioning to encourage students to explain their strategies. |
Additional Considerations for Emerging Readers |
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Additional Considerations for Emerging Communicators |
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[edit] Lesson 4: Closure – 15 minutes
A. Revisit/Review Lesson and Objectives
Remind students that they were to make decisions about units and scales that are appropriate for problem solving situations within mathematics or across disciplines or contexts, and:
Multiple means of representation: Along with posting lesson objectives in the classroom, students may refer to their individual copies. Multiple means of expression: Students can share what they have learned in different formats: writing, drawing, creative expression, etc. Multiple means of engagement: Share ideas of how and when these skills might be relevant to "me." |
Additional Considerations for Emerging Readers and Emerging Communicators |
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B. Exit Assessment
Multiple means of representation: Provide students with a copy of the word problem, a template of the formulas for the unit rate/ratios and the table. Have drawings and manipulatives available for students to use. Multiple means of expression: Allow students to solve the problem using formulas, drawings, computer graphics, and/or models, etc. Record the number of dancers into the tables using various formats: paper and pencil, Smart Board, computer, etc. Multiple means of engagement: Ensure all students are actively involved in their small groups, and use music and dance styles related to students' interests. As you observe group work, use questioning to encourage students to explain their strategies. |
Additional Considerations for Emerging Readers |
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Additional Considerations for Emerging Communicators |
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[edit] Lesson 4: Resources
UDL_HS_Math_Lesson_4_Resources.pdf