UDL Lesson Plan Template

Teacher Candidate’s Name: Amber Soukup

Date Created: 09/19/22

Content Area: Math

School: Alexander Elementary School

Grade Level: 2nd

Lesson Title: Adding it up

Michigan Academic Standards: (include code and standard)

(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under discussion.)

MA. PV. 2. 5.: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Performance Based Learning Objectives:

· Learners will be able to …
· Performance based – conditions, target behavior, and criteria
· Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately
play a new song on their individual musical instrument with five or fewer errors.)

-Students will be able to use the partial-sums method to add two two-digit numbers with 85-90%
accuracy.

-Students will be able to identify the correct place value for each number using the partial-sums method
to add with 85-90% accuracy.
Materials: (Low Tech, including number needed)
Teacher: Exit Ticket,, Pencil

Students: Mini White Boards (23), White Board Markers (23), Pencil (1 per
student)

Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other­­______________

Bibliography/Resources:
· Teacher research/planning
· Source of learning materials

-Eurika Math
-SIS Teachers

Prior Learning Connections (Background Knowledge Support):

· Is this an introductory, reinforcement, or mastery lesson?
· What have you done to prepare students for this lesson?
· Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

-This is going to be a reinforcement lesson for the students. Throughout the unit we have been working on
addition and place value, now they will be working to apply the skills they have learned to new types of
problems. The skills that they will have
Differentiation/accommodations:
· How do you know students are ready for this lesson? What are their developmental skills
levels, interests, learning strengths and special needs?
· Learning strategies that help students understand content or build skills to apply knowledge
· Instructional materials are selected, designed, implemented and individualized as necessary to
support all students in meeting the lesson learning objectives.
· Include a variety of whole group, small group, and independent learning opportunities

Students will have already spent time working on some of these skills prior to the lesson throughout our
math unit. This will allow them to in turn apply those skills to this lesson further.

Auditory learners: Students will work with a partner and listen to how they solve their problem. We will
also provide students will the ability to have questions answered aloud and reexplain things as needed.

Visual learners: Students will be provided with multiple activities to work on throughout the lesson that are
given to them. We will also spend time modeling examples and working hands-on in a small group setting.
There will be plenty of opportunities for students to see this done and have a chance to practice as well.

Kinesthetic learners: Students will have the opportunity to work hands-on with the material throughout the
lesson with the variety of activities that are provided to them. They will use white boards to practice some
problems ahead of time during the engagement, along with other items throughout our lesson.

There will also be small group, whole group, and independent work time throughout to provide students
with a wide variety of learning opportunities.

Special Concerns (including medical, behavioral, and/or environmental):

-Student engagement throughout the lesson and not willing to participate (Due to
behavior from A)
-A student in the classroom who is an ELL student with some language difficulties

Assessment:
· Targets all knowledge and skills that are indicated in learning objectives which are driven by
the standards
· Includes a variety of formats
· Identified in lesson where the assessment is being administered (FA) or (SA)

Formative: Exit Ticket, Observations

Summative: N/A
During Lesson: (General Guidelines)
· Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
· Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline

· Demonstrates clear understanding of content knowledge for teaching across curricular content
areas
· Displays clear understanding of the aspects of UDL by providing information in multiple
formats, multiple ways to respond, and multiple ways to engage.

Engagement: (Time) (5-10 mins)

· Create interest and stimulate curiosity; provide meaningful context for learning; raise questions
for inquiry; reveal students’ current ideas and beliefs
· Describe how the teacher will capture students’ interest.
· What kind of questions should the students ask themselves after the engagement?

-Begin with a review of expanded form with the students and asking them think about what that looks like.
-Give a few quick examples and have students respond and provide their responses (79= 70+9, 88= 80+8,
53= 50+3)
-Work with students on some practice problems using partial sums with double digit
Ex:
45
+63

40+5
+60+3
----------
108

Transition:

-Move students into their groups and transition them into their rotating groups for the day for independent
work, small group, and partner work.

Instruction/Exploration: (Time) (45 min)

· Describe what hands-on/minds-on activities students will be doing.
· Include a variety of whole group, small group, and independent learning opportunities
· List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration.
· What questions or techniques will the teacher use to help students connect their exploration to
the concept under examination?
 · List higher order thinking questions the teacher will use to solicit student explanations and help
them to justify their explanations.
· Describe how students will develop a more sophisticated understanding of the concept.
· How is this knowledge applied in our daily lives?

-Students will work through rotating stations and have time to work independently, in small group, and with
a partner.
-They will spend time working on these skills in a variety of ways in 15-minute increments and rotate
through the different groups that will be set up.
-Students will have time to work with us in a small group setting to check-in and see their progress and give
them assistance as needed. Other students will be working on completing independent work at their seat to
check and see what they’re able to do independently. Lastly, we will have a station set up with an activity
that students will practice these skills with a partner.

(We have the activity provided by the math curriculum along with the independent work.)

Transition:

-Give students a reminder that they will continue to spend some time working on their exit ticket and
practicing some of the problems we just worked on independently.

After Lesson: (Time) (5 min)

Closure:
· Refer and tie back to course objectives
· One last quick assessment

-Students will finish up working on their exit ticket and we will spend time going over a few of the
questions. I will have students volunteer to share their responses with the class and explain how they
worked through each of the problems.

Notes/Reflections:
· There is ample evidence on reflection of instructional effectiveness
· At least two pieces of evidence relative to reflection on instructional effectiveness are present and
accurately articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: