High School Mathematics UDL Instructional Unit-Lesson 4
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Whole Group Discussion: | Whole Group Discussion: | ||
− | + | <ol><li> Review students' ideas on how to solve the dance floor problem. Pull out relevant ideas to try making sure the following are included:</li> | |
− | + | <ol type=lower-alpha><li> Measure a square/rectangular area in the classroom that could be used as a dance floor. </li> | |
− | + | <li> Choose the best unit of measurement to measure the space.</li> | |
− | + | <li> Explore strategies for determining how much space each person needs to dance depending on type of music. </li> | |
− | + | <ul><li> What is the best unit of measurement to use? </li> | |
− | + | <li> Introduce unit rate, square feet per couple.</li></ul></ol> | |
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+ | <li> In small groups, students list at least three types of dance/music they will model and measure to determine how much floor space is needed per person. </li> | ||
+ | <ul><li> Allow students to volunteer to dance. </li> | ||
+ | <li> Students demonstrate different styles of dancing, slow or fast. </li> | ||
+ | <li> Students who did not want to dance should measure and record the dance space needed per person and per style of dance in a table using appropriate unit of measurement, square footage. </li> | ||
+ | <li> Be sure the amount of dance space needed for students in wheelchairs is considered.</li> | ||
+ | <li> Display the information in the table at the front of the classroom. </li> | ||
+ | <div style=border:1px solid black; border-collapse:collapse;> | ||
+ | {| | ||
+ | |rowspan=2|Dance Style | ||
+ | |colspan=3|Space Needed for a Person | ||
+ | |- | ||
+ | ||Length | ||
+ | ||Width | ||
+ | ||Area | ||
+ | |- | ||
+ | ||''Slow dance'' | ||
+ | ||2 ft | ||
+ | ||2 ft | ||
+ | ||4 ft<sup>2</sup> | ||
+ | |- | ||
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+ | |- | ||
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+ | |} | ||
+ | </div> | ||
'''Multiple means of representation: ''' Allow students to refer to their brainstorming notes during discussion. When discussing unit rate, provide familiar examples (e.g., miles per hour). Provide students with a copy of the word problem and the table above. Have drawings and manipulatives available for students to use. Provide options for demonstrating different dance styles (e.g. volunteers demonstrate, bring dancers into the classroom to demonstrate, watch video demonstrations, etc.) | '''Multiple means of representation: ''' Allow students to refer to their brainstorming notes during discussion. When discussing unit rate, provide familiar examples (e.g., miles per hour). Provide students with a copy of the word problem and the table above. Have drawings and manipulatives available for students to use. Provide options for demonstrating different dance styles (e.g. volunteers demonstrate, bring dancers into the classroom to demonstrate, watch video demonstrations, etc.) | ||
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=='''Lesson 4: Practice – 15 minute'''== | =='''Lesson 4: Practice – 15 minute'''== | ||
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Revision as of 13:12, 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 representation: Allow students to refer to their brainstorming notes during discussion. When discussing unit rate, provide familiar examples (e.g., miles per hour). Provide students with a copy of the word problem and the table above. Have drawings and manipulatives available for students to use. Provide options for demonstrating different dance styles (e.g. volunteers demonstrate, bring dancers into the classroom to demonstrate, watch video demonstrations, etc.) 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 | |||||||||||||||||||
# Introduce the concept of unit rate as area per person or the amount of space needed per person to have enough room to dance.
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Additional Considerations for Emerging Communicators | |||||||||||||||||||
# Introduce the concept of unit rate as area per person or the amount of space needed per person to have enough room to dance.
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Lesson 4: Practice – 15 minute
# Break into small groups to solve the problem.
Dance Style Space Needed for One Person Number of People Who Can Dance at One Time
2. Bring the whole group back together.
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. |
Lesson 4: Practice – continued
Additional Considerations for Emerging Readers |
# Present students with the problem written with words paired with picture and/or object representations 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 the problem to students written with words paired with pictures or object representations.
2. Individuals from groups share the results to complete the class table.
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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 |
# When reviewing the expected outcomes, have students refer to the lesson objectives they recorded in their mathematics journals or their electronic picture versions.
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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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