Goals

By the conclusion of this unit, participants will:

• Engage in grade level/span mathematics mini-lessons and reflect on:

  • Mathematics content (depth)

  • Action and Expression

• Consider how attending to content and action and expression in these (and similar) ways supports the development of expert learners who are strategic and goal-directed (UDL framework)

• Make specific plans for enhancing the depth of content and options for action and expression afforded students in their own work

Big Ideas

The following big ideas are essential to develop a deep understanding of place value and number sense content: 

• The number line is a tool which can be used to make sense of adding, subtracting and multiplying of fractions in the same ways as adding, subtracting and multiplying whole numbers.

• Two numbers (whole or fractional) on the number line will remain the same distance apart when the same adjustment is made to both numbers--they will maintain the “same difference” between them. Adjustments can be made strategically so one number is moved to a quantity with which it is easier to work.

• Different situations have different structures that are used to identify relationships between quantities such as taking away, part-part-whole, and comparison.

• Numbers can be decomposed and re-composed in ways that make subtracting more efficient.

In order to remove barrier to action and expression for students in mathematics, the following strategies/structures to  provide options for physical action, expression and communication, and executive functions should be utilized:

• Provide  opportunities for students to physically engage  in the learning 

• Provide regular alternate communication methods, including manipulatives, multimedia and assistive technology (AT)  

• Use frequent authentic formative assessments, with alternative options, and provide growth feedback  

• Teach, model, and reinforce reflective practices for students 

• Explicitly engage students in the Standards for Mathematical Practice 

• Embed peer coaching opportunities to position students as knowledgeable peers