UDL Lesson(s) Planning Template      

Topic/Lesson Name: Class: Date:

Integrated Math 2 Self Wednesday, September 9, 2019 (Potentially
Chapter 1 Contained scheduled for this day)
Lesson 1.3.1 (Angle Relationships and Proof of Vertical Math 2
Angles Relationship) Block Day- 90 Minutes
Information on class/group:
● The class has 12 students, all with an IEP. Students are enrolled in grades 10 -12 and have failed inclusion classes
before (either Math 1 or Math 2) They have been enrolled into this class in order to regain Math 2 credits OR to
pass it the first time.
● All students have a math goal.
○ 9 Students who identify as Male
○ 3 Students who identify as Female.
● 3 Caucasian Students, 2 Black students and 7 Hispanic Students.
● 5 of the students are identified as ELL students within our District Database.
● Some of the students in the class I have worked with through Intervention during the 19-20 SY and working
towards their graduation requirements. Others, I had advice last year or had older siblings. Some of them I have
no previous information on, and this will be a fresh start. We do not know at this time how many of these
students have opted into Remote Learning for the School Year (as of 7/14/20).
● Through my SPED internship during the Spring of 2020, I had the pleasure of working with the case manager for 4
of these students and have learned about them from an IEP perspective. Others, this will be a learning
experience for us all.
● All of the students have been at South for their enrollment in High School.
● As far as their learning styles and strengths, I don’t know them all yet, but will get to know them over the weeks
leading up to this lesson. We will do work on Social Emotional support and team building in order to help them
grow as a team and develop.
● Students will be grouped heterogeneously, as much as possible, based on learning styles, IEP goals and self
identified math ability levels.

Standard: G-CO.9--- Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points
on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

Competency (DPS Specific)

C6 : Geometric RelationshipsAnalyze and solve problems involving geometric relationships.
PI1: Write proofs examining and applying the geometric relationships among lines, angles, triangles and parallelograms.

Content Objectives: What each learner will know and be Language Objectives: How learners will listen, speak, read
able to do by the end of the lesson: and/or write during the lesson:

Students will identify and review 3 different angle Students will explain the similarities and differences
relationships (Complementary, Supplementary and Linear between angles in speaking and writing.
Pair).

Students will prove that vertical angles are congruent and

add vertical angles to their angle relationships theorems.
Key Vocabulary/Academic Language
Angle Relationships: The amount of space between 2
angles
Complementary Angles: Angles that 90 degrees.
Supplementary Angles Angles that sum to 180 degrees.
Linear Angles: Angles that sum to 90 degrees and share a
vertex:
Vertical Angles: angles opposite of each other when 2
lines cross. They are always equal.
Background Knowledge: Think about the content and
language objectives of the lesson. Describe the ways that
you plan on activating or building students’ background
knowledge for each.
● Students will fill out a KWL chart about Angle
Relationshionships.
○ provide KWL Chart resources. Put the words
Angle relationships on the board and
complete a 2 minute “Quick Write” on what
they think Angle Relationships are, filling in
what they know and what they want to
know about angle relationships.
● Have students complete a Give 1- Get 1 activity.
○ Students will be given 5 minutes to share
with their team, and surrounding teams
what they wrote on their paper. Each
student will have a different level of
understanding and completing. The idea is
they can activate or provide each other with
knowledge on Angle Relationships.
○ Take 2 minutes to have students share out
what they have on their charts.
■ Chart this on a class KWL chart and
make sure all students have the
same level of understanding at the
end of the 1.3 lessons (working with
angles)
● Think-Pair-Share of where angles appear in their
lives.
○ We will add to the KWL charts where we see
these angles in our lives and why they are
important to know.
○ This will be added to the bottom as a
summary.
● IF students completed Math 1 successfully, the angle
relationships should be familiar. However, they may
not be and we may need to spend more time on
Problems 68 and 69 in order to help them prepare to
prove the Vertical Angles Theorem.
Materials Needed (including sensory, graphic, and/or interaction supports):

● Paper
● Pencil/Writing utensil
● Patty Paper (Tracing Paper)
● Book (digital and physical copies).
● Chromebooks
● Calculators
● Vocabulary Graphic Organizer (Student built dictionary- includes the word, phonetic spelling, picture and
definition)
● Theorem Graphic Organizer
● KWL Charts with Summary and application section provided
● Access to Schoology (DPS Learning Management system)
● Laser Pointer and Mirror (Optional) for number 73.

Lesson Sequence & Details:

Introduction:
● Welcome students at the door.
● Warm up- “Please grab a KWL chart and fill in the K column what you know or comes to mind when you hear
‘Angle Relationships’”
○ After the buell rings, enter the class and read the warm up to students pointing at the words and the
graphic organizer as I read.”
○ Students will fill out a KWL chart about Angle Relationshionships.
■ Set a timer for “Quick Write” on what they think Angle Relationships are, filling in what they
know and what want to know about angle relationships.
○ Have students complete a Give 1- Get 1 activity.
■ Students will be given 5 minutes to share with their team, and surrounding teams what they
wrote on their paper. Each student will have a different level of understanding and completing.
The idea is they can activate or provide each other with knowledge on Angle Relationships.
■ Take 2 minutes to have students share out what they have on their charts.
● Chart this on a class KWL chart and make sure all students have the same level of
understanding at the end of the 1.3 lessons (working with angles)
○ Think-Pair-Share of where angels appear in their lives.
■ We will add to the KWL charts where we see these angles in our lives and why they are important
to know.
■ This will be added to the bottom as a summary.
■ This is completed as a class.
● We will go over homework and announcements for upcoming due dates and timeline.
● We will then read over the objectives. Students will write a goal for themselves for the day. The goal may be ties
to the objective or it could be on a soft or executive skill (organization, time management, less distractions→ this
is tied to previous lessons completed during the first weeks of school during community building).

Body:
● Have students open to page 38 in the textbook or open up to 1.3.1 on their ebook.
● Ask students to pull out their Vocabulary Organizers (Dictionary) and their Theorem Graphic Organizer
● Ask a student if they want to read the textbook introduction. If no students volunteer, I will read it to them .
○ Give students 1 minute to summarize the Introduction with their Shoulder partner.
● Read through Problems 68 and 69 together.
○ identify key vocabulary as a class
 ■ Students will be asked if they know of any cognates in Spanish that might help them with the
lesson. If not, these will be looked up and addressed in following vocabulary lessons.
○ underline the words on the board.
○ Add these to the students Vocabulary Graphic Organizers (Dictionary)
○ Reread the questions and ask students when they will be accomplishing.
○ Show “Math Open Reference Videos to help put visuals to the relationships
■ Supplementary Angles: https://www.mathopenref.com/anglesupplementary.html
■ Linear Angles: https://www.mathopenref.com/linearpair.html
■ Complementary Angles: https://www.mathopenref.com/anglecomplementary.html
■ Provide links in Schoology as well to have students play with the angle measures and see the
definitions are always true.
● Give students 5 minutes to complete these problems. (Set a timer)
○ Make sure to point out that Angle AEB is a linear pair of angles. Supplementary angles is a broad term
and linear is more specific. Give examples like “A student at South or a Student in Mrs. Speed’s class at
South. Which is more specific?”
■ Encourage students to use the most specific details and names when naming relationships of
angles.
○ If many teams are making mistakes in part (c), I will call a Huddle (1 person from each team meets with
the teacher and gathers needed information to help teams be successful and move forward, then they
return to their groups to share the information) The word vertical confuses some students because they
think the two angles must lie above and below the intersection point. To counter this misconception, I
will make sure students are able to identify the second pair of angles in part (e) of problem 68.
○ Students will be reminded to use their calculators as they are working.
○ As I circulate, I will identify students and teams to present their work when we go over answers.
■ Students may present from their seat or at the board with their papers under the document
camera. Students will be coached and encouraged before being selected to present.
○ Before going over answers as a class students will need to stand up and move.
■ When the timer goes off students will be directed to use Proximity Partners to share their
solutions and (get up and move around a bit)
● Proximity Partners: stand up, Touch 2 desks, 1 wall across the room, 2 chairs and find
someone not at their table to discuss their solutions with. Students will be given a 4
minute timer (with directions on the board) to help them complete this task.
■ Students will share their work and answers.
○ As students move back to their seats Presenters will be asked to present their work.
■ We will review answers as a class.
■ If groups have different answers they will be asked to explain their thinking/reasoning. We will
correct mistakes together and use any misconceptions as a learning opportunity.
● Vertical Angles Proof and justification #70 (newest learning)
○ Ask for a students to read through Problem 70. As a class we will complete the following steps:
■ Gather the facts
■ Note the vocabulary or concepts we need to complete.
■ Plan the steps
■ We will need Tracing/Patty Paper to complete the problem and will work together as a class to
complete the problem.
■ We will then re-read the question to make sure we have executed all steps and check our work.
○ Problem asks students to look at an image and determine if the angles AED and CEB are linear or
congruent and to prove why.
■ Have students trace angle AED. then rotate the tracing paper to angle DEB. Ask them what they
notice. Write down (on their own paper and as a class) the noticings.
■ Have students rotate the tracing paper again to angle CEB and identify what they notice. Write
down (on their own paper and as a class) the noticings.
■ Have students rotate it 1 more time to angle AEC and ask them what they notice. Write down (on
their own paper and as a class) the noticings.
 ○ Show the math open reference video for Vertical Angles to help put a visual to it.
■ https://www.mathopenref.com/anglesvertical.html
■ Provide the link in Schoology Resource folder for students to have a digital guide as well as play
with the measurements on their own if they have questions too.
○ Students will be given 2 minutes to silently write on their own papers first and answer:
■ How can you identify Vertical Angles and what is always true about Vertical angles?
■ Students then have 1 minute per partner to share their answers.
■ Ask for student volunteers to share what either they or their partner wrote down.
■ Add this information to their Theorem Graphic Organizer and Add Vertical Angles to their
Vocabulary Organizer.
○ Additional Practice:
■ Students will work in teams to complete Problem 72 and expand and practice their thinking.
■ Students will be assigned 1 of the 3 problems to complete and then will have to explain it to their
peers once it has been checked for accuracy. They will know their team understand the problem
when they can it explain it to the original “problem Solver”
● Students will take turns presenting their problem, and steps. Then their teammates will
have to present it back to check for understanding and accuracy.

Closure:
● Students will hand in work and solutions for problem 72 for teacher to check for understanding and
misconceptions (Formative assessments)
● Students will take 7 minutes to complete their KWL Chart answering the following questions (with the sentence
stems in italics) in the L section of the chart. Students can complete this via paper and pencil, email, presenting
to the teacher, or send a video or audio clip within Schoology.
○ Please review the goal you set for yourself for the day. On a scale of 1 to 5, how did you do (1 the worst,
5 the best). Please explain why. (Again, tied to previous lessons within the unit)
■ For my goal today I give myself a ________- because _______
○ What Types of Angle relationships do you know/remember? Provide an example for each.
■ The types of angle relationships I learned/reviewed today are : ______________________ I can
identify them by ___________
○ What are some similarities and differences between angles?
■ ______________ and ___________ angles are similar because their measurements are ______
■ ______________ and ____________ angles are different because their measurements
_________.
○ What are 2 things you learned today?
■ Today I learned about __________________________ and ____________________
○ What is 1 thing you still want to learn more about from today’s lesson?
■ I still want to know and learn more about _________________________
○ What is 1 question you still have from today’s lesson.
■ I am still confused about ____________________ and would like more explanation.
■ I have a questions about ________________________
■ I don’t have any questions at this time.
Assessment Method: Describe how you plan on measuring student learning connected to the content and language
objectives.
● The assessment for this lesson comes in 2 parts (Formative and summative)
○ Formative:
■ students will be asked to turn in their work and their math and their KWL chart.
■ Students will have the opportunity to present their work or answers to the questions to me if
writing isn’t their strength. They may email answers or turn in physical paper. They may choose
to sing or create video clips in Schoology and send them to me as well.
○ Summative:
 ■ Students will have an exit ticket in which they need to identify the angle relationships. Students
will be asked to explain how they know their answers are correct. They again, can do this via
paper and pencil, email, or the video clip option in Schoology.

UDL Guidelines – Educator Checklist Version 2

I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception

 1.1 Offer ways of customizing the display of
information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical
notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas,
and relationships
3.3 Guide information processing, visualization, and
manipulation
Students will read and define vocabulary through the vocabulary
graphic organizer.
Students will read through problems, identify key vocabulary,
identify key concepts and plan their steps. We will decode the
mathematical meaning of linear and add it to the diagram. We
will compare and contrast angles that are equal and sum to 180.
Students will be asked if they know of cognates in Spanish for
the vocabulary words. If they do not know, the teacher will
provide in future lessons.
Math Open Reference will be used to show the angle
relationships. Students will be using Schoology, text books,
reading out loud and projects to access information. Vocabulary
will have definitions and pictures in their graphic organizer.
We will complete a KWL chart to review what students may
know from previous courses. Students will also tie their
knowledge to where they see angels in the real world. Teacher
will provide vocabulary instruction and support as well. Lesson
needs more work to be tied to other content areas.
Teacher will use tracing/patty paper to trace angles and create a
proof for why vertical angles are congruent and why linear
angles sum to 180. Use of Theorem Graphic ORganizer to help
solidify patterns observed.
The lesson is chunked because of how it is set up
(activate/review, vocabulary work, practice, Vertical angles
theorem, then practice). There are some interactive models with
Math Open Reference as well as the Tracing paper. The teacher
could think about adding more of these to the lesson. The
teacher seems to be doing some gradual release. There is a
you do, we do, you do, we do, you do rotation.
 3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and
Expression:
4. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
technologies
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
composition
5.3 Build fluencies with graduated labels of support
for practice and performance
6. Provide options for executive functions
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
One positive from this section is the use of graphic organizers.
Teacher has planned for review and practice (review in building
background knowledge and practice after they prove the vertical
angles theorem). Teacher has created a plan and checklist type
of item from reading new problems. However, it isn’t explicitly
stated if sticky notes and checklists are being used and if so
how often. This would be a great and easy way to improve the
lesson.
Your notes
There is a use of Tracing Paper as well as a visual website to help
with concept development. Visual representation is also used in
vocabulary development. Students will present their own
strategies for solving problems. Lesson could use more support
on multiple methods for solving the problems.
The use of calculators is mentioned during the lesson, as is
sentence stems and frames. These items could be made more
explicitly clear throughout the lesson. Students will have access to
the open reference visual supports through their LMS on
Schoology and will be able to change the angle measurements
there, thus using web applications.
Students set goals for the day either based of the objective or of
the soft/executive functioning skills they have worked on in the
past. Students then rate themselves on the goal at the end of
class. Students read through the objective and it is posted for
students.
Teacher has provided opportunities for students to think and write
before they do a pair share and then a class share out. This
allows for students to process their learning on and retain more
information.
 6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize
motivation
Your notes
Students are provided the opportunity to set their own goals
and assess them at the end of the lesson. The lesson is early on
in the semester and doesn’t allow students many options to
chose they types of problems they will solve. This is an
introductory/review lesson. As more angle relationshionships
are developed and proved with students, they will have the
choice of which types of problems they need more hep and
practice solving (for example, identifying relationships, solving
for basic measures, solving for measures involving algebraic
skills).
Threats are minimized by use of posted (and reviewed) agenda,
review of objective, use of timers (mentioned in lesson plan),
class routines are established and taught during the first week,
use of Huddle and Proximity partners show class routines, as
well as Introduction, welcoming students, and exit routines. All
students will be involved in discussions through presentations,
cold calling using sticks, and prompting and coaching students
to share specific responses.
Students will be working in teams to complete math problems
from the book. They will also be sharing their solutions and
encouraging one another as well as providing one another
feedback and learning from their mistake.
 9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
© CAST 2011
Students will self assess their own learning and progress
towards the goal they set for the day. While they might not have
a goal for their behaviors, they can have a goal based on a skill
they want to work on. This will be a life transferable skill. From
distraction monitoring, organization, or mathematical, knowing
how to set goals and monitor their progress along the way is
more important than proving vertical angles are congruent.