April Bandell

UDL Planning Cycle

Lesson 1
Description:
Topic: Using Counters and Part-to-Part Mat to Solve Addition Word
Problems
Description of Lesson:
Students will learn the new vocabulary word Join.
Students will learn how to solve addition word problems using the
counters and part-to-part mat through modeling instruction, guided
practice, and independent practice.
Description of Class:
I will be implementing my planning cycle in a general education
classroom of 20 students. Within this class of 20, two of the students
have an Individualized Education Plan. One student is identified with
Autism Spectrum Disorder and the other student for Specific Learning
Disability. There is also another student who is identified as having a
504 plan for ADHD.
Diversity:
Student #1: Will
Disability: Autism Spectrum Disorder
Strengths:
Verbal communication
Reading fluency
Passion for science and social studies concepts
Motivated by completion and independent study

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Needs:
Reading comprehension (particularly related to abstract concepts)
Collaborative group work (interactions among peers)
Sustained attention during whole group teaching
Student #2: Destiny
Disability: Specific Learning Disability
Strengths:
On grade level in mathematics
Group work and leadership skills
Sight word identification and general vocabulary
Needs:
Phonics and phonemics awareness skills (basically a non-reader)
Copying skills required for notes or worksheets
General reading comprehension

Student #3: Xavier

Disability: Attention Deficit Hyperactivity disorder
Strengths:
Motivated by self-selected rewards and reinforcements
On grade level in most academic areas
Identified as a leader among peers in the classroom
Needs:
Attention and distractibility, particularly during seated instruction

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Desire for immediate gratification or reinforcement

Behavioral impulsivity
*This student is responding positively to an individualized behavioral
chart that provides self-selected rewards for behavioral goals.
Prerequisites:
Number recognition
Making numbers
Counting to 20 or above
Number relationships
Counting objects and pictures through one-to-one correspondence
Been familiar with using the counters and the foam mat.
Pre-assessment:
The day before this lesson students were given a pre-assessment on the
above skills and the up coming skills. I used the results from the preassessment to gage my instruction before starting this lesson.
Purpose for Learning:
Students will learn how to solve addition word problems using objects
such as the counters in order to apply this skill for a variety of life skills.
Estimated Time: 1 hour
Purpose: Classroom Instruction, Small Group
Grade:: First

April Bandell

Content Area: Math

Common Core: Mathematics
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.1.OA.A.1 (grade 1): Use addition and subtraction
within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the
problem.
Instructional Goals:
Students will learn the new vocabulary word, Joining.
Students will be able to solve addition problems by using objects.
Objective:
Students will solve addition word problems by using the counters and
the part-to-part mat.

Variability:
The addition problems and all instructions will be read aloud. This
will help students who are auditory, have trouble reading,
comprehension problems, English language learners, and my students

April Bandell

with disabilities.
During partner work, Will will work with Sara. Sara is very
understanding about will, has partnered with him before, and can help
explain to will what to do.
When the students are sitting on the carpet for the beginning of the
lesson, Will, Destiny, and Xavier will sit in their assigned seat. Xavier
will also bring his cushion to sit on.
Xavier's behavior chart will be implemented during this lesson.
Xavier may sit or stand when doing partner work and independent
work. The lesson will be chunked into sections and will offer short
movement opportunities.
If Destiny wants to use the counters and part-to-part mat on her desk
for the independent practice then I will make sure she correctly
transfers her answers onto the worksheet.
Will will be tapped lightly on the shoulder in order to remind him to
pay attention.
Will, Destiny, and Xavier may have extra time to work on their
independent practice worksheet if needed.
Support will be provided to WIll, Destiny, and Xavier when
completing the, What I learned in Math Today, worksheet. They have
the option of just drawing what they learned or did in class. They can
also verbally tell me and I can help write or write it down for them.

Formative Assessment:
Students will solve the given addition problems by using the
counters and the foam mat.
Students will be assessed during guided practice time when they are
working with their partner through observations. Students will be
asked to share answers and demonstrate how they solved the problem.
I will also be able to walk around the room and see exactly what the

April Bandell

students are doing.

Summative Assessment:
The independent practice worksheet will be used as the summative
assessment.
Instructional Methods:
Opening:
Students will be sitting on the carpet in front of the promethean
board.
When I start this lesson I will begin by connecting students' prior
knowledge of number relationships and experiences with using the
counters and foam mat.
(Multiple Means of Engagement)
Ask students to raise their hands if they remember using the counters
and part-to-part mat. (slide one)
Model answering the first math question on slide one. (This will help
remind students of prior knowledge of number relationships and
experience of using the counters and foam mat.)
Guide students to answer the next few math questions. (slide two and
three)
Tell students, Now that we are warmed up to do math and we recall
using the counters and part-to-part mat to answer addition problems,
lets learn something new.

April Bandell

During:
Introduce New Knowledge
Read Objective (slide four)
Model New Skills and Knowledge
Model new skill (slide five- seven)
I will first introduce the new vocabulary word, Joining. I will ask
students to come to the board to join me. This is a real life example of
what the vocabulary word means.
Then I will read the story on slide five through seven while explaining
and demonstrating the new skill.

(Multiple Means of Representation)

Guided Practice:
Have students go to their seats. (Students are already paired and
counters and part-to-part mats are already passed out.)
Give students 30 seconds to play with the tools and then it becomes a
math tool.
Students will work their partner to solve the math stories on slides
eight-twelve by using the counters and part-to-part mat that they were
given. After each problem call on students to explain how they got
their answer. Students can also use the counters and part-to-part mat
on the promethean board to show how they got their answer.
(If students seem to have the skills down before you get to slide twelve
then you can go straight to the independent practice section.
Independent Practice:
Pass out independent practice worksheet for the students. Students
will work by them selves to solve the problems on the worksheet.

April Bandell

Students can either draw the counters onto the part-to-part mats on the
worksheet or use the counters and part-to-part mat they have at their
desks and then transfer their answer onto the paper. (The work sheet
will be read to the students as the students solve the problems)

Closing:
When students are done with their Independent practice worksheet,
they will turn their paper into the math basket and pick up the
worksheet that is sitting next to the math basket.
Students will draw and write what they learned in math class today.
When students are done they can read a book.
When everyone is done with everything, it will be time to go to
Music.
Ask students to share what they learned and then call students up to
line up. When students line up they will hand you their worksheet
with their explanation on what they learned in math class.
Materials and Supplies:
Promethean board
Projector
Elmo
Flip chart
Independent practice worksheet
Explanation of what students learn in math worksheet
Enough counters and part-to-part mats for entire class