UDL Lesson Plan Jaclyn Henry

About This Lesson

DESCRIPTION

The topic of this lesson will be multiplication using visual representations to demonstrate how it
works. Students will use the circles (to represent the number of groups) and stars (to represent the
numbers contained in each group). Students will be able to use their available technology (iPads),
manipulatives, and pencil and paper to complete this lesson. iPads are equipped with Kidspiration
which may aid in creating graphic organizers when necessary. They also all have cameras with
which the students can record their demonstration of multiplicative concepts if they choose to use
manipulatives as their preferred way of representation. The teacher has access to SMART
technology for her demonstrations for full class discussion as her classroom is equipped with a
SMART board.
Students in this class are all aged from 8-10.
James: Has been identified as having attention deficit hyperactivity disorder, he is very creative
and can come up with elaborate ideas and explanations for ordinary questions when he is
interested in the task at hand, when content does not keep his interest he is prone to impulsive
behaviors which creates issues for him and the students surrounding him.
o Recommended AT: fidgets (Low Tech), graphic organizers via Kidspiration (high tech)
Emily: has been identified as having selective mutism, she does not speak very often if at all
which makes it very difficult for her to carry out group work and other collaborative assignments,
but she is incredibly perceptive and pays attention to specific details, she also expresses herself
accurately in writing,
o Recommended AT: cards with printed numbers as well as red and green to indicate
progress of their work (Low Tech), ChatPC which audibly says words she puts into it
(High Tech)
Peter: ELL He has been in the United States for a little over one year, but is still struggling with
expressing himself when it comes to academic language in the classroom. He can communicate
with peers in their own language, but is not able to understand the academic language used in the
classroom. Peter will be assigned a buddy who can help him to "translate" the terms in to words
he can understand. This student will require learning supports in the form of explanations of
academic language used.
Randy: GT This student will require differentiated levels of the lesson in order to ensure that
their mind is being exercised to the fullest extent possible. For this particular lesson, word
problems will be offered for those students who wish to challenge themselves further, and Randy
will be encouraged to take advantage of this opportunity. He will also be encouraged to create his
own word problems to solve using the circles and stars method or attempt to recognize patterns in
multiplication without using the manipulatives. He can then use those manipulatives to further
test his hypotheses.

PREREQUISITES
Students need to know:
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how to demonstrate multiplication using pictures

how their picture relates to the problem which they are to write

how to use their iPads to record information if they choose to use methods other than
pencil and paper to represent their multiplication problems

ESTIMATED TIME
1.5 hours, not necessarily to be done all at once

Potential Use
PURPOSE:
Classroom Instruction, Small Group

GRADES:
3-5

CONTENT AREAS:
Math

COMMON CORE:

College and Career Readiness: Anchor Standards

Speaking and Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information

presented in diverse media and formats, including visually, quantitatively, and orally.
Mathematics
Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

CCSS.Math.Content.3.OA.A.1 (grade 3): Interpret products of whole

numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects
each. For example, describe a context in which a total number of objects can be
expressed as 5 7.

Understand properties of multiplication and the relationship between

multiplication and division.

CCSS.Math.Content.3.OA.B.5 (grade 3): Apply properties of

operations as strategies to multiply and divide. Examples: If 6 4 = 24 is known, then 4
6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 can be
found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7
as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)

Goals
INSTRUCTIONAL GOALS
Instructional goals are the overall skills or understanding that students will work toward during a lesson.
Unless a specific means (production type) is the instructional goal (i.e., writing), instructional goals
should be unrestricted by the means students use to achieve the goal.

Students will be able to demonstrate their understanding of basic multiplication facts through
verbal and/or written means by the end of the unit. CCSS.ELA-Literacy.CCRA.SL.2

Students will be able to "Interpret products of whole numbers, as the total number of objects in" x
groups of y each. CCSS.Math.Content.3.OA.A.1

Students will be able to utilize the commutative property of multiplication to check their answers
and identify how it relates to the number of groups and number of objects within those
groups. CCSS.Math.Content.3.OA.B.5

OBJECTIVES

Students will be able to use the "circles and stars" method to demonstrate their understanding of
basic multiplication facts through written, verbal or technological means.

Students will be able to demonstrate the commutative property of multiplication by verbally

explaining and/or visually demonstrating the concept using circles and stars.

VARIABILITY
In any class, there is wide variability in how students learn and express what they know. For this lesson,
it is predictable that learners will come with varied levels of engagement, background knowledge, and
skills. What are your thoughts on how this lesson can support this diversity as learners work through the
lesson?

Variability Part I: Application of UDL

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Action and Expression

Options for Executive Functions

These goals are personalized and may be scaffolded using the SMART
method if needed.

Options for Expression and Communication

Learners may work as partners or individually according to their
preference.
Learners are able to express their final problems paper and pencil, hula
hoops and manipulatives or devices.
Learners are given the opportunity to express the new vocabulary in their
own words in order to encourage deeper understanding.

Options for Physical Action

Brain Breaks using GoNoodle, these fun videos call for students to get
up and be active as they take a much needed break from all of their hard
work during the lesson. They can then re-focus themselves after
engaging in their fun hiatus.

Representation

Options for Comprehension

Learners are able to use pictures, devices or manipulative materials in

order to help them solve the problems on which they are to work.

Options for language, mathematical expressions and symbols

Instructions for the lesson as well as vocabulary are available either in

digital or hard copy for students to use.

Options for perception

Use of manipulatives allows for students to fine-tune their fine motor

skills as they readjust their objects in the hula hoops as needed.

Learners are able to reflect upon why they liked or disliked the lesson
after it is completed.
Environment is equipped with a homework board from which students
can copy their assignments for the day.

Engagement
Options for Self-Regulation
Self-Regulation/"Sticker" Charts

These charts are grids (4x4) on which students get to place

stickers when they are rewarded for good behavior or when they
master a new concept. Once the student gets all 16 stickers, they
get to choose a prize from the "treasure box." Stickers are not
taken away for misbehavior.

Options for Sustaining Effort and Persistence

Learners may work as partners or individually according to their
preference.
Environment is equipped with a "safe space" for regrouping when
necessary.
Interactive whiteboard timer allows students to gain an understanding of
how long they have to complete the assignments or how long they have
before a brain break.

Options for Recruiting Interest

The lesson begins with a fun story, animation, song or other means of
visual and auditory expression in order to draw the learners into the
subject.

Variability Part II: Accommodations/Modifications

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Accommodations/Modifications for James

Accommodations/Modifications for Emily

Emilys needs are addressed though UDL as the entire class is offered and
encouraged to use the printed number cards to express their answers during
whole group instruction, as well as using the Red/Green cards to indicate if
they have any difficulties during the lesson. The entire class is also offered the
chance to work with partners or individually depending upon their personal
preference.

Emilys needs are also addressed specifically as her iPad is equipped with
ChatPC which helps her to capitalize on her strength of written language as it
converts what she writes into speech so she can participate in whole group or
small group instruction.

Accommodations/Modifications for Peter

James needs are addressed through UDL. Fidgets and Kidspiration are both
offered to the entire class ensuring that James has access to both. He also has
access to self-regulation strategies as the entire class participates in the sticker
charts.

Peters needs are addressed through UDL as the entire class is offered the
opportunity to utilize printed number cards. His needs are addressed more
specifically in that these cards all have the English and Spanish names for
numbers written on them as well as a visual representation of the quantity using
dots. Because the whole class is offered the opportunity to work in partners,
Peters has the chance to work with his buddy who can help to scaffold his
understanding and interpret if need be.

Accommodations/Modifications for Randy

Randys needs are addressed through UDL as the entire class is offered the
opportunity to take their learning a step further by attempting pre-written word
problems or creating their own word problems. The enrichment assignments are
going to be portrayed as optional but strongly encouraged if they have completed
the original tasks at hand.

Author's Reflection

Assessments

FORMATIVE ASSESSMENTS

Teacher observation with checklist for each student. Teacher will ask each student to demonstrate
the concept then record the example the student used and whether they had mastered it or not.
The checklist will contain sections for various points in the lesson, separated by beginning,
middle and end.
Teacher will be looking for:
o appropriate use of circles and stars, with circles as the number of groups and stars being
the number of objects in each group
o demonstration of understanding of patterns through asking questions
o mastery of the concept of the commutative property of multiplication
Teacher will determine if they have mastered the before-mentioned tasks by strategic
questioning, including but not limited to the following:
o "What would happen if you had one more group?"
o "If you added one more object to each group, by how much would your product
increase?"
o "How would your product change if you reversed the numbers in the sentence?" ie.
"What if the 4 and the 5 switched places? How does your answer change?" (4x5 vs 5x4)
o "How would your product change if you added one more object to each of your groups?"
o "How can you represent what you just created as numbers in an expression/number
sentence?"
Emily is able to use ChatPC to answer questions asked by the teacher
Randys questions will be more centered on why multiplication works as
opposed to how to actually carry out the steps.
Peter has the option of conversing with his buddy to ensure that his
explanations accurately mirror his thoughts.
James is able to use kidpiration in order to map out his thoughts regarding the
questions that the teacher asks.
If, by the middle of the lesson, results have not indicated that some students still are having
trouble with grasping the concept, the teacher will adjust her observations by spending more oneon-one time with students who require extra attention. Teacher will engage in direct instruction if
necessary to help scaffold learning of the before-mentioned students.
Teacher will stop class to engage in Brain Breaks. Teacher will ask the students for a "thumbs up
or thumbs down" to gauge how the overall attitude of the students seems to appear regarding the
lesson. If the overall attitude is negative, she may bring them back in for a whole group
discussion to clear up any confusion which she may have witnessed.

SUMMATIVE ASSESSMENTS
Students will be asked to create a story problem in which they incorporate multiplication.

Requirements:
O At least 2 characters
O One problem which must be solved by multiplication
O They must include proof as to how they came to their final solution to the
problem which they created (either using pencil and paper, pictures of their
representation using hula hoops and manipulatives or other documented ways for
solving the problem).

The assessment will be completed in class to ensure that all students have access to the
same opportunities for creating their best work.
Students will be given the option of presenting their story problem in partners and then to
the class after they have been graded.
Because students are not required to present their story problem to the class, students who
are shy, do not enjoy speaking or are unsure about their communication skills are
accommodated.
Students who are particularly creative are accommodated as they are given no parameters
for exactly what type of story they are to create.
Students who may have a greater understanding of the concept may choose to use more
than 2 characters which would increase the complexity of their story problem.
Results
O Students will be graded on the accuracy of their number sentence in relation to
their created story problem.

Instructional Methods
Opening:
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Students will be asked to review their SMART goals which they had created at the
beginning of the year. They will then be encouraged that if they participate in the lesson,
stickers will be given out for their charts.
To engage the students, the lesson will begin with the students viewing a Multiplication
Rock video which is from the Schoolhouse Rock series. (Hook)
https://vimeo.com/67985069
The teacher will then present a problem in which a character needs to make two cakes
when her recipe only makes one.
The teacher will ask her students to TURN AND TALK about the problem at hand.
The teacher will then ask her students to share what they had discussed in partners.
The teacher will then ask her students what mathematical operations their explanations
most closely resemble.
The teacher will model at the front of the room how the numbers are represented in an
expression in relation to the problem she posed.
The main concept that the teacher is to portray is that there are a specific number of
groups and that each group has a specific number of objects in them.

**** GoNoodle Brain Break****

During:
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After whole group discussion, the teacher will pose another problem similar to the first
one and ask students to work as partners or individually depending upon their personal
preference to come up with the answers.
The teacher will then ask students to arrange manipulatives in hula hoops or create an
illustration to represent the expressions which will be displayed one-by-one on the
SMART board.

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The teacher will ask for a volunteer to come up and demonstrate their strategy on the
SMART board.
Students will be brought back together to discuss the lesson.
The teacher will begin the discussion by asking for a thumbs up, thumbs down about
how comfortable the students are with using multiplication.
The teacher will then instruct students to either work in their table groups or individually
depending upon their personal preference.
The teacher will review how to use the Red/Green cards during work time.
The teacher will also instruct the students to complete the worksheet of multiplication
problems using their preferred strategy.
While students are working, the teacher will put on a Classroom Timer for 20 minutes
indicating when the next ****brain break**** will occur.
After the brain break takes place, the teacher will ask students to examine how their
product changes if they flip the two numbers in the expression.
She will then indicate that, as they finish their worksheets, they are to get the word
problem worksheet.
As students work on those worksheets, the teacher will circulate the room with her
checklist and ask questions as well as aid students who may need one-on-one attention.
If time permits, students will be asked to create their own word problems after they
complete their word problem worksheet.
Depending upon the results of the checklist, the teacher may call a whole group
discussion to address any confusion which may have occurred while small
group/individual work was taking place.

Closing:
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The teacher will bring the whole class back together and ask them again for a thumbs
up/thumbs down evaluation of the lesson.
The teacher will also give students time to discuss their favorite and least favorite parts
about the lesson.
The teacher will then ask students to turn their work created during the lesson.
The teacher will accept work as pictures of students arrangements of manipulatives in
hula hoops which were taken on their iPads, illustrations made on worksheets which they
created with pencil and paper, problems solved from the word problem worksheet, and
problems and solutions which they created on their own.

AUTHOR REFLECTION
Creating this lesson plan made me realize many different aspects of UDL. By creating a
theoretical environment which is appropriate for all learners, I was able to examine how
variability can not only enhance the physical classroom itself, but also the lessons which are
taught in that classroom. I began by adapting a lesson which I had written for another class last
semester and ended by seeing so many different possibilities for that lesson which I had
previously not considered. Instead of just having the student use pencil and paper, allowing them
to use manipulatives and take advantage of the technology available opened doors for learners on
all stages of the variability scale.
Before this class, I had been exposed to learning development and differences in individual
learning (CEC 1, InTASC 2) in the way of psychology classes which always reviewed the same
theorists and touched upon the same learning styles. I knew that students were either visual,
auditory or kinesthetic learners, but before this lesson, I had not really been exposed to how

combinations of all of those learning strategies could benefit not only those students who favored
them, but the entire class as a whole. By incorporating student collaboration, I was able to
account for both, students who may not excel in expressive communication (Emily) and students
who may be in the process of gaining English proficiency (Peter). The cards were my favorite
part of the lesson. I had started off thinking that they would be beneficial for one student and
found that they could enhance the experience of all students in that classroom!
In the area of content knowledge (CEC 3, InTASC 4 & 5), I found some challenges regarding
how to express myself in a way that would be meaningful to all students in my classroom. As I
was thinking about the lesson, I realized that while I was able to already know my intentions, it
would be difficult for my students to follow my train of thought. Perhaps the most important
lesson I have learned in this respect is that teaching while being confident in my content
knowledge is important, but I need to make sure that my confidence in content knowledge does
not take away from learning opportunities for my students. This means that I must make sure that
my leading questions do not give too much away and also that I must be sure to monitor very
closely how I model my demonstrations.
The lesson itself was an eye-opening experience as far as planning for variability in classroom
lessons (InTASC 7). My initial version of this lesson, as stated above, had very limited
experiences for my students to express their learning. As I examined the Principles and
Guidelines of UDL, I found myself able to think about all of the numerous possibilities for varied
instructional strategies (InTASC 8) which could be incorporated into the lesson. Each time I
went back to edit the specified part of the lesson, I found myself editing and revising the entire
lesson itself in relation to the part which I had originally set out to work on. Looking back on
completing this lesson, it was hard for me to understand why all of these specific aspects were
necessary at first. I now realize that having every section accounted for properly helps to create a
lesson which will appeal to all learners as well as work in their best interest.

Materials
MATERIALS AND SUPPLIES
iPad

equipped with kidspiration for graphic organizers

also for use if students want to use them to record their multiplication demonstrations
ChatPC is loaded onto Emily's iPad so that she can better participate in whole and small group
discussions
SMART Board
for use of demonstration by teacher at beginning of lesson
Interactive Whiteboard Timer
for use by teacher to display how long students will be expected to work before they get to
engage in the next brain break
serves as motivation for them to focus because they know that their break will soon occur
Paper and Pencil
for use in representing the multiplication problems
Small Hula Hoops and manipulatives
for use in representing the multiplication problems

Cards with printed numbers

students can answer the questions posed by the teacher during whole group instruction by holding
up the numbers on the cards
this allows for full participation of the entire class including Emily who does not particularly
enjoy speaking in front of her peers and Peter who will have a visual representation (in dots) of
each number on the cards as well as the Spanish name of the number printed on it.
Red/Green cards
Red Card: "Stop, I need help"
Green Card: "I am understanding this!"
phrases will also be printed in Spanish so that Peter can indicate when he needs help if necessary
Fidgets
for students who have trouble keeping their hands occupied during the whole group instruction,
stress balls will be allowed to be used so that they can move in a non-distracting way while also
fulfilling their need for movement
Worksheets with word problems
Enrichment for those who have completed the appropriate number of problems
Worksheets with blank lines for students to create their own word problems if they wish to participate in
that enrichment activity
Randy will be highly encouraged to take advantage of this opportunity

Resources Included

Fidgets
Why it's included:
Because James has been diagnosed with ADHD, which makes it difficult for him to sustain
attention during class, I am including Fidgets as a way for him to improve his attention without
distracting him from the task at hand.

ChatPC
Why it's included:
I am including this in my lesson because Emily has been diagnosed with having selective
mutism. This technology will be useful for helping her express herself in class.

GoNoodle
Why it's included:
Brain Breaks