UDL Lesson Plan

Author: Andrea Barrientos

KEY: Day 1 | Day 2 | Day 3

Class Title Lesson Title Unit Title/Driving Question Grade Levels Total Minutes

Practical Math Factors Number Theory 7-8 180 (3 periods)

CLASS DESCRIPTION (including specific special needs and language proficiencies)

Disabilities of students: Autism, Speech-Language Impairment, Specific Learning Disorder, Other Health Impairment .

Students are able to communicate verbally. One student, while able to communicate verbally, has a soft volume and needs someone within close proximity to be heard.
Although students are able to communicate verbally, most students are quiet (some lacking confidence in their math skills) and need to be encouraged to participate/share
answers.

Learning Goal (what is the enduring understanding?)

Students will be able to independently find and list all factor pairs for a whole number in the range 1-100.

ELD and Content Standards (NGSS Performance Expectation)

CCSS.MATH.CONTENT.7.NS.A.2.C Apply properties of operations as strategies to multiply and divide rational numbers.

Key Objectives (content & language – include DCI, SEP, and CCC for science and mathematical practices for mathematics)

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.PRACTICE.MP7 Look for and make sense of structure.

Assessment

☐Collect and grade

☐Journal/learning log ☐Presentation
☐Check for completion
☐Portfolio ☐Performance assessment
☐In-class check
☐Constructed response ☐Informal assessment
☐Rubric
☐Quiz ☐Exit slip
☐Checklist
☐Test ☐Other ___________________________________
☐Peer/self-assessment

Based on Ralabate, 2016.

 Methods

☐Direct instruction ☐Reciprocal teaching ☐Problem-based learning

☐Q and A ☐Cooperative teaching ☐Case-based learning

☐Drill and practice ☐Problem solving ☐Building explanatory models

☐Discussion

Structure

☐Independent reading ☐Fishbowl ☐Choral reading

☐Primary sources ☐Jigsaw ☐Simulation/role play

☐Graphics ☐Pairs check/review ☐Other ____________________________________

☐Think-pair-share ☐Small/large group

UDL Strategies

Representation Action and Expression

Engagement
☐Customize display ☐Offer varied response
☐Recruit interest/optimize choice and autonomy
☐Offer auditory/visual alternatives ☐Provide access to tools
☐Enhance relevance, value, and authenticity
☐Clarify vocab and symbols ☐Offer multimedia for communication
☐Minimize threats and distractions
☐Clarify syntax and structure ☐Offer multiple composition and problem-solving tools
☐Increase goal importance
☐Decode text and math notation ☐Provide graduated scaffolds and practice
☐Vary demands and resources
☐Scaffold across languages ☐Guide goal setting
☐Foster collaboration and community
☐Illustrate with multimedia ☐Support planning and strategy development
☐Increase mastery-oriented feedback
☐Activate background knowledge ☐Manage info and resources
☐Promote expectations and optimize motivation
☐Highlight patterns, critical features, big ideas, and ☐Monitor progress
☐Facilitate coping skills
relationships
☐Develop self-assessment and reflection
☐Guide information processing and visualization

☐Maximize transfer

Based on Ralabate, 2016.

 Specific Accommodations

Student MA: gain attention before speaking, guided notes, check for understanding.

Student JA: access to multiplication chart, graphic organizer, check for understanding.

Student GJ: praise for expected behaviors (e.g., raising hand, copying notes), preferential seating.

Student AG: access to multiplication chart, guided notes, oral review before assessments.

Student ML: access to multiplication chart, access to example problems, guided notes, extra time to complete assignments.

Student GM: access to multiplication chart, check for understanding, access to calculator (when calculation is not being assessed), extra time to complete assignments.

Student NS: gain attention before speaking, check for understanding, access to visual supports, wait time after asking a question, provide options when asking for a response.

Student LY: graphic organizer, small group instruction, check for understanding, preferential seating.

Materials

● Printed copies of the guided notes for each student

● Pencils (if students do not have one already)
● Multiplication charts
● Calculators
● Index cards with composite whole numbers written on them (plus one for teacher example)
● Pre-made example of a factor rainbow
● White piece of paper per student
● Colored pencils, crayons, and/or markers
● Factor Race cards
● Personal whiteboards
● Whiteboard markers
● Whiteboard erasers
● Stopwatch or timer
● Exit Ticket (created on Canvas)
● Lined paper

Opening

☐Recruiting Interest ☐Background Knowledge Pre-assessment ☐Goal Review

Following the normal routine, students will see the displayed list of materials they need for the day’s lesson. Independently or with one verbal prompt, they will retrieve their
materials from around the room and their backpacks. Once they are seated at their desk with the materials, ask students to push their materials off to the side of the desk to
reduce distraction. Ensure attention is on the board before beginning.

Based on Ralabate, 2016.

 Ask for a student volunteer, who is ready with all their needed supplies for the period, to pass out the guided notes. Once students have received their guided notes, introduce
them to the new unit, Number Theory, and the new lesson, Factors.

Background Knowledge Pre-assessment:

● Ask students if they have heard of factoring and if so, what they know about it.
○ If students know, ask them to share what they know to the best of their ability.
● Read the definition of factors to the students from the guided notes. Show the next slide for example of factors and products.
Make sure students are following along in their notes.
○ Define the vocabulary word and explain it: “product”
○ Circle/box/underline vocabulary to match components of the equation.
● Prompt: “What have we learned about multiplication from our rotations?”
○ Remind both groups about what they’ve noticed about finding products in their supplemental iReady lessons during rotations.
■ Blue group: Different quantities of factors can be multiplied to find the same product.
■ Green group: The same factors produce the same product.
● Explain: “When looking for the factors, we are looking for all the numbers that can be multiplied to be the same product/answer. These numbers are grouped in pairs
and called factor pairs.”
● Introduce what will be done/learned in the lesson: “Today we’ll be learning how to find the factors of numbers.. Let’s start by looking at the steps on how to find
factors.”

During

Guided Notes:

Ask students to flip to the Practice slide.

● Explain the notation of F, what it means, what it looks like, and how to interpret it.
● Model the steps for finding factors as written on the slide, checking that students are following along and writing the work in their notes.
○ Check for understanding after each step. “Does anyone have any questions why I crossed out that number?”, “do you see why I stopped there?”, etc.
○ Show students how their multiplication charts and calculators can be used to help during this process.
● Begin scaffolded practice of factoring:
○ F10= … : Name the steps and ask students prompting questions. Write answers and provide feedback/explanation for incorrect responses.
○ F20= … : Name the steps and ask students what should be written for each step.
■ “1 times what is 20?”; “Next I need to try 2. Two times what is 20?”
○ F36= …: Ask students what the first step is and so on. Provide hints, reminders, and prompts as necessary. Help answer what should be written.
○ F48= …: Start with prompt “First I…” and have students respond with step and answer. “Then I need to…” and prompt students to respond with step and
answer. Continue until all factors have been found.
○ F50= …: Set up the first part of finding factors (1 x __ ) and ask students to try finding the factors of 50 independently. Inform students you will be circulating
and can help as needed. Remind students to use their multiplication charts and calculators.

Based on Ralabate, 2016.

 ○ F9= …: Have students complete this independently.
● Review the answers to F50 and F9 as a whole group.

Have students put away their notes, multiplication charts, and calculators to transition into rotations. End of Day 1.

Factor Rainbows

Introduce the activity to continue practicing factoring: Factor Rainbows. Show students the teacher example of a completed factor rainbow to recruit interest in the small
project.

● Begin by showing students some of the index cards they may receive with the notation learned before, F #=, on the visualizer and present them with the teacher
example. Explain that they will be showing their work on the index card before creating their rainbows.
● Use the teacher example to review the steps for factoring, involving the students with answering the steps they remember and helping name the factor pairs as they
are found. Once all factor pairs are found, model listing the pairs appropriately from least to greatest. Then model how the factor rainbow is made: list out the pairs
in clouds and connecting the pairs with arches to make the rainbow.
● Pass out the index cards with the composite numbers written in factoring notation to the students. Remind them they may use their notes, multiplication charts,
calculators, and adults in the room for help.
○ Circulate around the room as students work to help and check work as necessary.
● Once student work has been checked for accuracy with necessary feedback given if needed, provide student with a white sheet of paper and have them select what
media they want to use: crayons and/or colored pencils.
○ Continue circulating to remind students to include all numbers, connect the pairs by drawing the arches, and give verbal praise as they create and color
them.
● Collect the completed works and praise students on something from their drawings as they individually turn them in. Ask the student how they felt about the
factoring (e.g., not so good, okay, good, great) to check-in with their comfort level of finding factors. Determine if reteaching or extra time is needed.

Have students put away their art supplies, multiplication charts, and calculators to transition into rotations.End of Day 2.

Have students collect the materials they need for the Factor Races activity. Have them temporarily push items off to the side while the activity is explained.

Factor Races

Introduce the last activity of continued practice for factoring: Factor Races. Explain what students will be doing during this “race”.

● Start by reviewing the steps for finding factors with an example that is not part of the “race.”
○ Have students share out steps they remember and provide answers of pairs they know/figure out.
● Go over what students will be doing in the “race”.
○ A card will be shown/projected and students will be attempting to find all the factors using their multiplication chart and calculators as resources.
■ Note: remind students to use their resources such as their instructional technology and adults in the room if they are stuck/feel overwhelmed,
need something checked over.
○ Timer can be set uf students want to have a loose competition.
■ If done, remind students their goal is to find as many as possible, not looking for absolutely all of the factors. Numbers are meant to be fun
challenges instead of a true assessment.

Based on Ralabate, 2016.

 ● After each race, have students share out the factor pairs they found so they can be written up on the board or using the visualizer.
○ Shark Card can be given to the student who has found the most factor pairs.
■ Cards can be given to all at the end of the races for participating.

Closing

Exit Ticket (Assessment)

Have students push their whiteboard and associated materials to the side and get their Chromebooks open to Canvas. Ask a student to pass out a lined piece of paper to
students in the classroom.

● Model setting up the scratch paper for the exit ticket on the visualizer. (Name, period, title).
● Complete a sample problem and have students copy the work on their paper as an example they can refer to during their exit ticket.
● Circulate around the room as students take the exit ticket in case of questions or if student needs encouragement/reminder of self-regulation strategy if feeling
overwhelmed/frustrated.
● Direct students to iReady practice as they finish to maintain quiet working environment.

End of Day 3; end of lesson.

Based on Ralabate, 2016.