| Strategy | Purpose | Alignment to Language & Symbols (UDL Checkpoint 2) |
|---|---|---|
| Manipulatives/Visual Representations |
Use manipulatives and visual representations to provide concrete examples students can draw upon when making connections to new vocabulary. Teachers should model the use of appropriate and precise vocabulary for students and students should also engage in math talk using new math terms. Example: |
CHECKPOINT 2.5 Illustrate through multiple media |
| Examples and Non Examples |
Use examples to clarify complex mathematical concepts for learners. Nonexamples provide an instance of contrast. Example: Show example of a non proportional table or various examples of functions and non functions as students develop their understanding of functions. |
CHECKPOINT 2.1: Clarify vocabulary and symbols |
| Analogies | Creating analogies prompts students to use known ideas to describe and clarify new mathematical ideas. It encourages them to recognize similarities between two seemingly dissimilar things Example: Vertical is to y-axis as ___________ is to x-axis | CHECKPOINT 2.2 Clarify syntax and structure |
| Making Connections | To encourage students to connect parts of unfamiliar words to those they know to help them determine meaning by creating groups of words with similar roots: percent, century , centipede, centimeter, centigram, cent . This strategy makes students more aware of how they can use what they know about word parts to determine the meaning of an unknown word. Students can also make connections to words in their home language. Example 1: Most students know the word bicycle. Therefore, when they hear the word bisect , they should be able to make a connection and know that it probably has something to do with the number two. Example 2: Teach how some parts of words are the same in some languages. For example cent in English is centavo in Spanish. |
CHECKPOINT 2.1: Clarify vocabulary and symbol |
Adapted from : Sammons, L. (2018). Teaching students to communicate mathematically. Association for Supervision & Curriculum Development.
