High School Mathematics UDL Instructional Unit-Lesson 3
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− | + | <ol><li> Provide students with relevant picture or tactile/object representations of relevant words/concepts as the problem is introduced.</li> | |
− | + | <ul><li> Use real or replicas of 12-inch tiles and create a 9 ft by 12 ft rectangle on the floor using colored tape or a computer program to model the floor plan. </li> | |
− | + | <li> Using the foldable ruler, review that 12 inches is the same as one foot. </li> | |
− | + | <li> Convert scale representation of tiles from 12 inches to one foot. </li> | |
− | + | <li> Place manipulative tiles down the length of one side of the taped floor plan and count how many tiles are needed to cover the length of that side. </li> | |
− | + | <li> Repeat for one side the width of the floor. </li> | |
+ | <li> Multiply the two numbers to determine the number of tiles needed to cover the floor or use a computer program to input the tiles and input the numbers into a multiplication problem to solve the problem.</li></ul> | ||
− | + | <li> Provide students with picture or tactile/object representations of relevant words/concepts as the problem is introduced.</li> | |
− | + | <ul><li> Use real or replicas of 12-inch tiles and create a 9 ft by 12 ft rectangle on the floor using colored tape or a computer program to model the floor plan. </li> | |
− | + | <li> Using one foot rulers, show that it takes 9 rulers to cover the length of the floor.</li> | |
− | + | <li> Using the foldable ruler, review that there are 12 inches in a foot. </li> | |
− | + | <li> Convert the length and width of the floor from feet to inches by inputting the correct number to complete the multiplication problem (___ft x 12 inches) using a calculator or computer program. </li> | |
− | + | <li> Place manipulative tiles down the length of one side of the taped floor plan and count how many tiles are needed to cover the length of that side. </li> | |
− | + | <li> Repeat for one side the width of the floor. </li> | |
− | + | <li> Multiply the two numbers to determine the number of tiles needed to cover the floor or use a computer program to input the tiles and input the numbers into a multiplication problem to solve the problem.</li> | |
'''Important Note for Communicators Considered Pre Symbolic''': The number load may need to be reduced. | '''Important Note for Communicators Considered Pre Symbolic''': The number load may need to be reduced. |
Revision as of 12:35, 25 July 2013
Grade Span: 9 - 10 | Content Area: Mathematics – Measurement
Investigating Measurement in the Real World |
Lesson 3 of the Unit
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Approximate Time Needed: 90 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 Question: How can we use proportion to convert measurements from one unit to another in the same system? |
Materials Set Up:
Materials Needed:
Lesson Vocabulary: Area Centimeter Conversion Foot Inch Length Meter Proportion Ratio Width Yards |
Contents |
Lesson 3: Introduction – 15 minutes
A. Activate Previous Knowledge
Multiple means of representation: Present illustrations or models of ratio and proportions during discussions. Multiple means of expression: Allow students to use paper and pencil, models, computers, etc. to practice the concepts of ratios and proportions. Multiple means of engagement: Present real life uses for ratios and proportions related to students' interests. |
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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Lesson 3: Body – 30 minutes
Direct Instruction and/or Facilitation of the Lesson
Multiple means of expression: Allow students to use paper/pencil, manipulatives, computer, etc., to complete exercises. Multiple means of engagement: Allow students to brainstorm ideas by writing descriptions of examples, drawing examples, acting out examples, etc. |
Additional Considerations for Emerging Readers |
See Example: Lesson 3 Conversions. |
Additional Considerations for Emerging Communicators |
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Lesson 3: Practice – 30 minutes
For example:
Multiple means of representation: Allow students to have a written copy of the problem, drawn models of the situation, and/or conversion formulas as needed/requested. Multiple means of expression: Students may draw or use manipulatives to model solutions or use the computer. Multiple means of engagement: Create situations that include areas of interest to students. |
Additional Considerations for Emerging Readers |
(___ft x 12 inches) and a calculator, students convert the length and the width of the floor from feet to inches.
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Additional Considerations for Emerging Communicators |
Important Note for Communicators Considered Pre Symbolic: The number load may need to be reduced.
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Lesson 3: 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 involving 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 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
1. Students solve a third problem using models and paper and pencil.
Multiple means of representation: Allow students to have a written copy of the problem, drawn models of the situation, and/or conversion formulas as needed/requested. Multiple means of expression: Students may draw or use manipulatives to model solutions or use the computer. Multiple means of engagement: Create situations that include areas of interest to students. |
Additional Considerations for Emerging Readers and Emerging Communicators |
* Use the same supports as used in the practice section. |