Udl Unit Plan

Emily Roberts
EDU 371
November 4, 2019
3 Day Unit Plan
Place Values
UDL Unit Plan

Teacher Candidate’s Name: Emily Roberts
Date Created: November 4, 2019
Content Area: Math/Place Value
School: Siena Heights University
Grade Level: 2nd Grade
Unit Title: Find Your Place In The Numbers
Total Time/Frequency and Duration of Lessons: 77Minutes/3 Days, 25/27 Minutes Each
Michigan Academic Standards Comprehensive of the Unit:

● MAS. 1. NBT.
○ Understand that the two digits of a two-digit number represent amounts of tens
and ones.
● MAS. 2. NBT.
and ones.Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6
ones. Understand the following as special cases:
■ a. 100 can be thought of as a bundle of ten tens — called a “Hundred.”
■ b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and
0 ones).
● MAS.2.ELA.3.RL.
○ Know and apply grade-level phonics and word analysis skills in decoding
words.
■ Recognize and read grade-appropriate irregularly spelled words.
Performance Based Learning Objectives Comprehensive of the Unit:

1. By the end of this unit, students will be able to identify and appropriately use grade-
level place value vocabulary with 80% accuracy.
2. By the end of this unit, students will be able to identify and represent numbers located
in the tens, ones, and hundreds places with 80% accuracy.
3. By the end of this unit, students will be able to work in groups to complete math related
activities with 90% accuracy.
Guiding Questions:
1. Why is it important to know how to count?
2. Where would place values be used in everyday life?
Knowledge of Students:
● I will look back on students math scores from the end of last year as well as the math
scores from the beginning of this year.
● I will look at any student IEP’s and include any accommodations needed.
Bibliography of Resources:
● MDE Academic Standards State Standards for Michigan Standards. (2019). Retrieved
from https://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510---,00.html
● Academy, K. (2018, September 21). Place Value: Ones and Tens | Math for Grade 2 |
Kids Academy. Retrieved from https://www.youtube.com/watch?v=_dHu5TFxPtk.
UDL Lesson #1
Content Area: Math/Place Values
Grade Level: Second Grade
Lesson Title: Learning Their Places
Time: 25 Minutes
Michigan Academic Standards:
● MAS.2.ELA.3.RL.
words.
● MAS.1.NBT.
and ones.
Performance Based Learning Objectives:
● When working in a whole group setting, students will be able to use place value
vocabulary, with 50% accuracy, when working with place values.
● Students will be able to identify the place value of numbers with 50% accuracy.
● Students will be able to write numbers in the correct order as modeled by the teacher
with 100% accuracy.
Materials: (Low Tech)
Teacher:
● Chart paper
● Markers
● White Board
● Dry Erase Markers
○ One Red
○ One Green
○ One Black
● Computer
● Projector
● Youtube Video: Place Value: Ones and Tens
Students:
● White Boards
● Dry Erase Markers
○ One Red
○ One Green
○ One Black
Technology: (High Tech)
● Computer
● Projector
● Internet: Youtube Video
Bibliography/Resources:
● Academy, K. (2018, September 21). Place Value: Ones and Tens | Math for Grade 2 |
Kids Academy. Retrieved from https://www.youtube.com/watch?v=_dHu5TFxPtk.
Prior Learning Connections:
● Students should have prior learning knowledge about the ones and tens places.
● Students should have prior knowledge on using unifix cubes as manipulatives.
● Students should have some basic knowledge about the key place value vocabulary.
Differentiation/Accommodations:
Harry (H):
● Sit toward the front to ensure limited distractions, so that he is able to gain the most
knowledge possible.
● Say the number out loud so that H can be sure to correctly write the number.
● If H starts to become frustrated, offer a break.
Dominick (D):
● Sit toward the front so that he can easily hear instead of having to try and read what is
on the poster.
● Step-by-step instructions doing one step at a time to reinforce communication and
reinforcement skills.
● May work with a partner at the carpet when working on ones and tens places.
Special Concerns:
● Students needing to move around the classroom for various reasons.
○ Getting a drink, Klenex, white board, dry erase markers.
○ Moving from whole group at desks to whole group at the carpet.
● Students needing to leave the classroom for various reasons.
○ Going to the office, bathroom, nurse, resource room.
● Technology/Internet working to show the video.
● Making sure the dry erase markers work and have not dried out.
Assessment:
Formative: (FA)
● Students showing thumbs up or thumbs down to show if they remember learning about
place values.
● Students showing the white boards with the correct colors underlining the ones and tens
place.
Summative:
● A summative assessment will take place at the end of the unit. There is no summative
assessment for this lesson.
During Lesson:
Part 1: Engagement/Warm-Up Time: (2 Minutes)
● Who remembers learning about place values in first grade? Show me a thumbs up if
you remember and a thumbs down if you do not remember. (FA)
● Who can raise their hand and tell me what you remember about the ones and tens
place?
Transition: (3 Minutes)
● Well today we are going to learn more about place values and we are going to start by
watching a quick video about the ones and tens place.
● Place Value: Ones and Tens: https://www.youtube.com/watch?v=_dHu5TFxPtk
Part 2: Instruction/Exploration: (10 Minutes)
● Teacher will dismiss students by tables to go to the carpet for the rest of the instruction.
● Once at the carpet: Place Value Vocabulary Poster.
○ Teacher will stick chart paper onto the white board at the carpet for the Place
Value Vocabulary Poster. The poster will be created highlighting these
vocabulary words;
■ Digit: A symbol that represents a whole number.
■ Value: The amount each value is worth.
■ Place Value: The value of a digit based on its place in a number.
○ We are going to expand, and hopefully review, our knowledge about place
values. While the teacher is writing the vocab words on the poster, he/she will
ask the students what they think the word means. Once students have shared
what they think the word means, the teacher will write the definition on the
poster and tell the students what it really means. This poster will also show
blocks identifying the ones and tens places (an extra block will be added the
next day to show the hundreds place)
Transition: At this time, please go grab a white board, a red, green, and black marker. While
you are doing this, I would like you to look around the room and see if you can find any
numbers that show the ones and tens places.
Part 3: After Lesson: (10 Minutes)
● Students will come back to the carpet to work on ones and tens place values. (FA)
● Did we find any numbers around the classroom that show the ones and tens places?
(Have students share what they found.)
● Alright friends, now we are going to work on practicing identifying the place values of
some two-digit numbers. I am going to write a number on the board. Using the black
marker, you are going to write the same number on your white board. Once you have
written the number, you are going to use the green marker and underline the number in
the ones place and the red marker to underline the number in the tens place.
● Show me a thumbs up if you know what we are going to be doing (FA). Teacher will
ask one student showing a thumbs up to repeat back what they are going to be doing.
● Alright, let's do some place value identifying. Once you have written the number go
ahead and underline the place values with the correct color. Give students time to do
this. Go ahead and flip your board around so I can see what your answers were. (FA)
The teacher will underline the numbers on the main white board with the correct colors.
○ 12
○ 53
○ 69
○ 84
● Great work today, go ahead and clear your white boards, put them back on the self,
take care of your markers and head back to your desks. Tomorrow we are going to
continue learning about place values but we are going to add in the hundreds.
Notes/Reflection: There will be no Notes/Reflections due to not teaching the lesson to a class.
Strengths of the Lesson:
Areas for Growth:

Focus for Next Lesson:
UDL Lesson #2
Lesson Title: Hundreds of Values
Time: 25 Minutes
● MAS. 2. NBT.
■ b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and
0 ones).
● MAS.2.ELA.3.RL.
words.
● When working in a whole group setting, students will be able to use place value
vocabulary, with 80% accuracy, when working with place values.
● Students will be able to identify the place value of numbers with 70% accuracy.
● Students will be able to work in groups to complete math related activities with 70%
accuracy.
Teacher:
● Place Value Poster
● Marker
● Doc Camera
● White Board
● White Board Marker
Students:
● Dice
● Game Page Worksheet
● Writing Utensil
● Doc Camera
● Students should have prior knowledge on the ones and tens place values.
● Students should have prior knowledge on key place value vocabulary terms.
● Students should have prior connections on working in groups to complete different
activities.
Harry (H):
● Sit toward the front to ensure limited distractions so that he is able to gain the most
knowledge possible
● Go through the instructions with H one-on-one to ensure he knows what he is to do.
● Pair H with someone who he gets along with well and works good with.
Dominick (D):
● Sit toward the front so that he can easily hear.
● Pair with a partner who will best suit D’s needs and will ensure that he is learning and
not just copying others work.
● Have D help lead during the after lesson activity if desired.

Special Concerns:
● Making sure there is enough students in the groups to make sure everyone has a
partner.
● Students being able to pick their spot may cause a problem for some students.
Assessment:
Formative:
● Observation through student responses on what they remember from the previous day
about place values.
● Observing students as they are playing their dice game on place values.
Summative:
● There is no summative assessment for this lesson.
During Lesson:
● Before beginning, have all students go to the carpet for whole group learning time.
● Today, we are going to continue learning about place values. Who can raise their hand
and remind me what we talked about yesterday? Allow several students to respond
what they remember from the previous math lesson. If needed, the teacher should
prompt the students with partial examples of what was covered; vocabulary, activities.
Well today we are going to be adding a place value to our place value knowledge.
Transition: Does anyone know what the next place value we will be talking about is? See if any
students know what the next place value is.
● We will be adding the hundreds place value into the mix today. The teacher will pull
out the place value poster and place it on the board so that all students can see.
● As we can see here on our poster, we have the (Teacher points to words and spots on
the poster as he/she is talking) ones place, tens place, and now we will add in the
hundreds place. (Teacher will draw another box at the top connecting it to the ones and
tens box). So when we see a number like 345 (Teacher will write this number on the
board) We know that the ones, tens, and hundreds place is being used. What number is
in the ones? What about the tens? And which number is in the hundreds?
● Just as you learned last year, each place value uses a certain number of hundreds,
tens, and ones. Therefore, if our number is 245, you will have 2 hundreds, 4 tens, and 5
ones. The teacher will write this out to show 200 + 40 + 5. When you add this together
you will get the whole number digit that you started with. This is also known as
extended form, which we will talk about more in another unit. Does anyone have any
questions about this?
● So I am going to leave this poster up for us to look back on while we are doing our
activity.
● Now that we know about the hundreds place, we are going to play a game. You are
going to be in groups working with a partner. Each person in the group is going to get
this paper (Show the paper under doc camera), and each group will get a die. As you
can see on this paper, there are three boxes in a row with three lines under each box.
You will roll the die three times and each time you roll it, you will put the number on
the line and put the same amount of dots in the square, so above each number you are
showing what the die looks like in the box. Does anyone have any questions? (Answer
any and all questions the students may have) Make sure when you are doing this, you
are starting your numbers in the ones spot, then moving to the tens spot, and then
doing the hundreds.
● If there are no questions, I am going to split you into your groups and once you have
your materials you may get started. You may also work anywhere in the classroom that
you like, but you cannot sit right next to another group.
● While the students are doing their activity, the teacher will walk around the room
helping struggling students and making sure students are on task.
Transition: If everyone could come to a stopping place. I would like a couple groups to share a
number you rolled with us and tell us what number is in the hundreds spot.
Part 3: After Lesson: (2 Minutes)
● Alright boys and girls, we are going to end today’s lesson with a little activity. I’m
going to write a number on the board and point to each number. When I point to the
number I want you to tell me what the place value is. (ie: 459, 679, 348)
● The teacher will do approximately three examples to bring the lesson to a close.
Notes/Reflection: There will be no Notes/Reflections due to not teaching this in a classroom.
Areas for Growth:

UDL Lesson #3

Lesson Title:
Time: 27 Minutes
● MAS. 2. NBT.
■ b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens
and 0 ones).
● MAS.2.ELA.3.RL.
words.
● Students will be able to use grade level place value vocabulary with 90% accuracy.
● Students will be able to work in groups to complete place value activities with 90%
accuracy.
● Students will be able to complete a summative place value assessment with 90%
accuracy.
Teacher:
● Doc Camera
● Paper
● Writing Utensil
● White Board
● Marker
Students:
● Place Value Test
● Sticky Notes
● Unifix cubes
● Number Cards
● Expanded Form Cards
● Math Journals
● Writing Utensils
● Doc Camera
● Students should have prior learning knowledge on place value vocabulary.
● Students should have prior learning knowledge on identifying numbers in the ones,
tens, and hundreds places.

● Students should have prior knowledge on identifying numbers that are greater than and
less than.
Harry (H):
● Sit toward the front to ensure limited distractions so that he is able to gain the most
knowledge possible
● Go through the instructions with H one-on-one to ensure he knows what he is to do.
● Pair H with someone who he gets along with well and works good with.
Dominick (D):
● Sit toward the front so that he can easily hear.
● Pair with a partner who will best suit D’s needs and will ensure that he is learning and
not just copying others work.
● Have D help lead during the after lesson activity if desired.
Special Concerns:
● Making sure there is enough students in the groups to make sure everyone has a
partner.
● Students being able to pick their spot may cause a problem for some students.
Assessment:
Formative:
● Students writing the hundreds, tens, and ones place value information on a sticky note.
● Observing students working while in groups and asking questions as they are working.
Summative:
● There will be a short five question test to wrap up this place value unit.
During Lesson:
● Alright boys and girls, today we are going to wrap up our basic learning on place
values. Who can recall the key words and their definitions that are important when
working with place values? (Gives students time to answer and recall the key words).
The teacher will write the words on a piece of paper under a doc camera so students get
a visual reminder of the words.
○ Digit: A symbol that represents a whole number.
○ Value: The amount each value is worth.
○ Place Value: The value of a digit based on its place in a number.
● These words are all important for place values, but they are also important when
dealing with all numbers because they all relate to every single number. On the board,
I am going to write a three number digit. What I would like you to do is, on a sticky
note, write the place value position and the number that is in that spot.
● Your sticky note should look something like this:
■ Hundreds: (#)
■ Tens: (#)
■ Ones: (#)
● After writing the three digit number on the board, the teacher will pass out sticky notes
to all of the students.
Transition: Once you have finished your sticky note, please put them in the air so I can collect
them. (FA)
● Once Collected, ask three students to share which number goes in which place.
● We are now going to do a place value activity. I am going to split you into two groups.
○ The first group will be working on building whole digit numbers based on the
extended form. You will have papers that show different amounts of hundreds,
tens, and ones. Teacher will hold up the cards under the doc camera to show the
students what they look like. When you take the cards, you are going to start
with the hundreds card and lay that down. Then you will take a tens card and
place that next to the hundreds card. Finally you will pick a ones card and put
that next to the tens card. Once you have all of your cards laid out, you will put
them on top of each other being sure to cover up the zeros as you go. After you
have made your number you will write it in your math journal. The teacher will
demonstrate how to do this so that students hear what to do and can see what
they need to do. Does anyone have any questions about what they will be doing
at group 1?
○ The second group will be using unifix cubes to demonstrate three and two digit
numbers. Again the teacher will be demonstrating all of this under the doc
camera. I have several cards with two digit and three digit numbers. You are
going to pick a card from the pile and then you are going to use the unifix
cubes to create the number. So if you get the number 325, you will use one big
block, 2 sticks, and 5 little cubes. Remember the big block represents 100, the
sticks represents 10, and the cubes represent 1. Once you have created your
number you are going to write the number in your journal and draw the blocks.
What is in your journal should look just like what you have in front of you.
Does anyone have any questions about what you will be doing at this group?
○ Once everything is explained, the teacher will split the students into two groups
and have them go to their designated areas. The teacher will then set the timer
for 5 minutes. When time is up the students will switch spots.
○ While students are working the teacher will walk around assisting students and
asking questions to help further the students learning. (FA)
● Alright boys and girls, at this time please put all your materials in a pile and one
person can bring them to the front and set them on the table. The teacher can pick one
student from each group if it is an issue. Then please clear everything off your desk
and get out a pencil.
Transition: Before we take our test who can remind me what our key words are for place
values and what they mean?

Part 3:
After Lesson: (10 Minutes)
● Place Value Assessment: Alright, at this time I am going to pass out your place value
test. Please put your divider folder up on your desk so others cannot see your work.
Teacher will give students ten minutes to complete their test. When you have
completed your test you may bring it up and place it on the front table, and then go
read from your book box.
Notes/Reflection: There will be no Notes/Reflections because this will not be taught in a
classroom.
Areas for Growth:

Group Work Examples For Lesson #3
500 800 200

40 60 80
2 9 7
562 824 315
28 97 31
Game Page Lesson #2
__________ ___________ ___________
__________ __________ __________

Name:______________
Unit Test
*Put the numbers in the correct place value spot:
75 = _____ Tens _____ Ones 86 = ____ Tens _____ Ones
62 = _____ Tens _____ Ones 44 = _____ Tens ____ Ones
548 = ____ Hundreds ____ Tens ____ Ones
*Use the expanded form to find the whole number:
20 + 4 = ______ 50 + 7 ______ 70 + 6 = ______
800 + 60 + 7 = ________ 500 + 40 + 3 = ________
900 + 10 + 2 = ________ 600 + 80 + 4 = ________

Summative Assessment
This summative assessment will only be used once to test the students knowledge on
place values. The test will be used to gather information on what the students have learned
throughout the unit. Before the teacher begins this unit, the teacher will look over the students
math scores from the previous year as this unit plan will be picking up where the students left off
in first grade. From those results, the teacher will know where to begin the unit and where to take
it. At the end of the unit the students will be given the unit test to see what they have learned.
The teacher will have the students at their desks to take the test with a pencil and their
divider folders around themselves so that they can work on their test in private. This test should
only take about ten to fifteen minutes, as it is a short test that covers information from first grade
and information that was just learned. While the test is going on, the teacher will walk around the
room to ensure that the students are working on their own test and answering any questions that
they may have, as long as the teacher is not giving away the answers. When the students
complete the test they are to be collected by the teacher to be graded so that the teacher can
assess what the students learned and what they still need to work on in the next unit.

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Emily Roberts

3 Day Unit Plan

UDL Unit Plan

Michigan Academic Standards Comprehensive of the Unit:

Performance Based Learning Objectives Comprehensive of the Unit:

Michigan Academic Standards:

■ Recognize and read grade-appropriate irregularly spelled words.

Performance Based Learning Objectives:

vocabulary, with 50% accuracy, when working with place values.

with 100% accuracy.

Materials: (Low Tech)

● Dry Erase Markers

● Youtube Video: Place Value: Ones and Tens

● Dry Erase Markers

Technology: (High Tech)

● Internet: Youtube Video

Kids Academy. Retrieved from https://www.youtube.com/watch?v=_dHu5TFxPtk.

Prior Learning Connections:

● If H starts to become frustrated, offer a break.

● Step-by-step instructions doing one step at a time to reinforce communication and

● Students needing to move around the classroom for various reasons.

○ Getting a drink, Klenex, white board, dry erase markers.

○ Moving from whole group at desks to whole group at the carpet.

● Students needing to leave the classroom for various reasons.

○ Going to the office, bathroom, nurse, resource room.

● Technology/Internet working to show the video.

assessment for this lesson.

Part 1: Engagement/Warm-Up Time: (2 Minutes)

you remember and a thumbs down if you do not remember. (FA)

watching a quick video about the ones and tens place.

● Place Value: Ones and Tens: https://www.youtube.com/watch?v=_dHu5TFxPtk

Part 2: Instruction/Exploration: (10 Minutes)

Value Vocabulary Poster. The poster will be created highlighting these

■ Digit: A symbol that represents a whole number.

■ Value: The amount each value is worth.

■ Place Value: The value of a digit based on its place in a number.

next day to show the hundreds place)

numbers that show the ones and tens places.

Part 3: After Lesson: (10 Minutes)

(Have students share what they found.)

Strengths of the Lesson:

Areas for Growth:

Michigan Academic Standards:

and ones.Understand that the three digits of a three-digit number represent

ones. Understand the following as special cases:

■ a. 100 can be thought of as a bundle of ten tens — called a “Hundred.”

■ Recognize and read grade-appropriate irregularly spelled words.

Performance Based Learning Objectives:

vocabulary, with 80% accuracy, when working with place values.

Materials: (Low Tech)

● Place Value Poster

● White Board Marker

● Game Page Worksheet

Technology: (High Tech)

Prior Learning Connections:

● Students should have prior connections on working in groups to complete different

● Go through the instructions with H one-on-one to ensure he knows what he is to do.

● If H starts to become frustrated, offer a break.

● Sit toward the front so that he can easily hear.

● Step-by-step instructions doing one step at a time to reinforce communication and

not just copying others work.

● Have D help lead during the after lesson activity if desired.

● Students needing to move around the classroom for various reasons.

____ _ _______

__

75 = ___ Tens _ Ones 86 = Tens ___ Ones

62 = ___ Tens _ Ones 44 = _ Tens __ Ones

548 = Hundreds Tens Ones

987 = Hundreds Tens Ones

734 = Hundreds Tens Ones

20 + 4 = 50 + 7 70 + 6 = __

800 + 60 + 7 = 500 + 40 + 3 =