High School Mathematics UDL Instructional Unit-Lesson 3
Jhunsucker (Talk | contribs) (→Lesson 3: Body – 30 minutes) |
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** Refer back to supports used in the introduction. | ** Refer back to supports used in the introduction. | ||
− | <math>\frac{1ft}{12in} * 4 = \frac{4ft}{xin} | + | <math>\frac{1ft}{12in} * 4 = \frac{4ft}{xin}</math> |
− | + | <ol start=3><li> Remind students that when the measurements decrease, use division. </li> | |
− | + | :* Remind students how to make sure the ratio remains balanced: Whatever is divided on the top must be divided on the bottom. | |
− | + | :* Refer back to supports used in the introduction. | |
− | <math>\frac{1ft}{12in} \div 2 = \frac{xft}{6in} | + | <math>\frac{1ft}{12in} \div 2 = \frac{xft}{6in}</math> |
− | + | <li> Students measure and draw a square that is 12 inches by 12 inches. </li> | |
− | + | :* Using the formula for area, students determine the area in square inches. | |
− | + | :* Students measure the square again using the measurement of foot. | |
− | + | :* Students should see that it is 1ft x 1ft and equals 1 ft<sup>2</sup>. | |
− | + | :* Students should conclude that 144in<sup>2</sup> = 1ft<sup>2</sup>. | |
− | + | <li> Students measure and create a square that is 3 ft x 3ft by taping it out on the floor and determine the area. </li></ol> | |
− | + | :* Students measure the same square using a yardstick. | |
− | + | :* Students should determine the square is also 1yd x 1 yd and equals 1 yd2. | |
− | + | :* Therefore, 9ft2 and 1yd2 are equal. | |
'''See Example:''' Lesson 3 Conversions. | '''See Example:''' Lesson 3 Conversions. |
Revision as of 11:58, 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 |
1 ft 12 in = 4 ft x in
\[\[File:Insert Picture here.jpg\]\] \[\[File:Insert Picture here.jpg\]\] ′′ 1 ft 12 in = x ft 6 in ′′ \[\[File:Insert Picture here.jpg\]\] \[\[File:Insert Picture here.jpg\]\]
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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 |
# Provide the written problem to include picture representations of relevant words so students can follow along as the problem is introduced.
1 tile 1 ft 2 to determine how many tiles are needed to cover the area of the floor: 1 tile 1 ft 2 = ? tiles 108 ft 2
(___ft x 12 inches) and a calculator, students convert the length and the width of the floor from feet to inches.
15522 in 2
2 = 48.' |
Additional Considerations for Emerging Communicators |
# Provide students with relevant picture or tactile/object representations of relevant words/concepts as the problem is introduced.
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. |