High School Mathematics UDL Instructional Unit-Lesson 2
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# Provide picture/tactile/object representation of vocabulary words as they are used throughout the discussion. | # Provide picture/tactile/object representation of vocabulary words as they are used throughout the discussion. | ||
− | + | :* Provide concrete examples when discussing the meaning. | |
− | + | :* During the discussion, students match a picture representation to the example provided which students use as a reference throughout the lesson. | |
− | + | :* Examples can be provided by using a computer program and adaptive software with a talking word processor. | |
− | <ol start=2><li> Include picture/tactile/object representations of key words in directions and word problems. </li> | + | <ol start=2><li> Include picture/tactile/object representations of key words in directions and word problems. </li></ol> |
− | + | :* Provide graphic or manipulative representations of proportional relationships or use a computer program with alternate keyboard or switch access and talking word processor of proportional relationships. | |
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|width = "2500" style="background-color:#FFFFFF;"|'''B. Establish Goals/Objectives for the Lesson''' | |width = "2500" style="background-color:#FFFFFF;"|'''B. Establish Goals/Objectives for the Lesson''' |
Revision as of 15:18, 22 July 2013
Grade Span: 9 - 10 | Content Area: Mathematics - Measurement |
Lesson 2 of the Unit | Approximate Time Needed: 50 minutes |
Objective: Students will make decisions about units and scales that are appropriate for problem solving situations involving mathematics or across disciplines or contexts. |
Essential Question(s):
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Materials Set Up:
Materials Needed:
Lesson Vocabulary
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Contents |
Lesson 2: Introduction – 10 minutes
A. Activate Previous Knowledge
Multiple means of representation: Provide definitions of ratio and proportion. Provide drawings or models of ratios and proportions. Worksheets can be presented with fewer items per page. Worksheets may be printed on various color sheets. Worksheets may be presented using a computer. Multiple means of expression: Students may express the meaning of ratio and proportion by describing a situation that represents a ratio or proportion. Students may create a model by drawing or using manipulatives to express the meaning of ratio and proportion. Students may use drawings or models to complete worksheets. Students may complete work on a computer. Multiple means of engagement: Provide examples of ratios and proportions based on students' interests or real life situations in which they would be used. |
Additional Considerations for Emerging Readers and Emerging Communicators |
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B. Establish Goals/Objectives for the Lesson
Inform students that in this lesson the will make decisions about units and scales that are appropriate for problem solving situations within mathematics or across disciplines or contexts. Explain that they will:
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 |
# Provide students with keys words paired with symbols/images/tactile representations.
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Lesson 2: Body – 20 minutes
Direct Instruction and/or Facilitation of the Lesson
Multiple means of representation: Use models and/or drawings during large group instruction. Allow students to have a copy of a drawing or a model at their desks. Multiple means of expression: Provide a list of formulas to determine area and perimeter, or provide options for using manipulatives and/or computer models. Multiple means of engagement: Allow students to use paper/pencil, manipulatives, computer, etc. to complete exercises. |
Additional Considerations for Emerging Readers and Emerging Communicators |
# Students should determine the area of various given rectangles using the same strategies and supports as used in lesson 1.
A 5 in 4 in 20 in2 B
See Example: PowerPoint Lesson 2, Slide 1.
A W .
′′ A W = A W See Example: PowerPoint Lesson 2, Slide 2.
′′ 20 in 2 4in = A 8in
′′ 20 in 2 4in ′′′x2′′′ = A 8in
′′ 20 in 2 ′′′𝐱𝟐′′′ 4in x2 = A 8in ′′ 20 in 2 ′′′x2′′′ 4in x2 = 40 in 2 8in ′′
See Example: PowerPoint Lesson 2, Slide 3.
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Lesson 2: Practice – 10 minutes
Repeat the exercise by tripling the dimensions and/or by reducing the dimensions by one-half.
Multiple means of representation: Use models and/or drawings during large group instruction. Allow students to have a copy of a drawing or a model at their desks. Multiple means of expression: Provide a list of formulas to determine area and perimeter, or provide options for using manipulatives and/or computer models. Multiple means of engagement: Allow students to use paper/pencil, manipulatives, computer, etc., to complete exercises. |
Additional Considerations for Emerging Readers and Emerging Communicators |
* Use the same supports as used throughout the lesson body. |
Lesson 2: Closure – 10 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 posted 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: through writing, drawing, creative expression, 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 |
# When reviewing the expected outcomes, have students refer to the lesson objectives they recorded in their mathematics journals or in their electronic picture versions.
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B. Exit Assessment
Multiple means of representation:'' ''Allow students to refer back to their work samples, models, drawing, notes, etc. Multiple means of expression: Students share what they have learned in different formats: writing, drawing, creative expression, etc. Multiple means of engagement: Allow students to review work independently or to review with a partner or small group. |
Additional Considerations for Emerging Readers and Emerging Communicators |
# Students show the effect on the area of the rectangle when one and/or both dimensions are multiplied by a factor of "n" by drawing models or using manipulatives to demonstrate how many of one figure is needed to cover the other.
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Lesson 2: Resources
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Lesson 2: Resources– continued '\[\[File:Insert Picture here.jpg\]\]'