High School Mathematics UDL Instructional Unit-Lesson 4
Jhunsucker (Talk | contribs) (→Lesson 4: Closure – 15 minutes) |
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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. |
Revision as of 13:59, 25 July 2013
Contents |
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:
Lesson 4: Materials Needed:
Lesson Vocabulary Area Length, Width Ratio Unit of Measure Unit Rate |
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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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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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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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 |
# Present students with the problem written with words paired with picture symbols of the most salient vocabulary from the problem.
1 person 4 ft 2 = x person 64 ft 2 ′′
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Additional Considerations for Emerging Communicators |
# Present students with the problem written with words paired with pictures or an object representation of the problem.
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