Universal Design for Learning Lesson Plan

Teacher(s): Ms. Elleston Date: 4/8/23 Subject: Mathematics

Materials Needed: Make sure you have all of your materials collected and organized so your lesson will flow smoothly. If you
are presenting this lesson collaboratively, make sure you know who is responsible for what.

 Smartboard
 Digital and print Addition and subtraction worksheets
 Counters or other manipulatives
 Calculator
 MyScriptMath
 Sounding Board
 Technology devices with accessibility features such as text-to-speech, speech-to-text,
and word prediction.

Lesson Objective(s): State your objectives behaviorally. For example: Given (state the condition under which the students will
perform the objective), the students will (state an observable student behavior) with (state the criteria here – a statement that specifies how
well the student must perform the behavior) accuracy. An example of a behavioral objective is: Given an unlabeled diagram of the solar system,
the students will label the nine planets and the sun with 80% accuracy.

I. Given a math problem, the student will use MyscriptMath to write and attempt the problem 4 out
of 5 times per math lesson.
II. During the lesson, the student will use the sounding board to verbally provide the answer to 3 out
of 5 questions when asked by the teacher.

Standard/Benchmark/Indicator: Are you aligning your lesson with district or state standards?

 CCSS.Math.Content.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using

the standard algorithm.

Anticipatory Set: How are you going to motivate your students…assess or review prior knowledge…introduce your topic…organize
your lesson for students?
Multiple Means of Representation: How are you going to present your content so that it meets the needs of all
students…is the information represented in different ways? For example, utilizing guided notes and graphic organizers in addition to a lecture
format or having several books that represent different reading levels.

 Show students a video introducing them to the topic of addition and subtraction. Students will
have the option to use headphones to listen to the video and the captions will be turned on so they
can follow along via the words too.
 Problems can be digital and physical worksheets will be distributed to students.

Multiple Means of Engagement: How are you going to provide multiple pathways for students to actually learn the
material presented? Practice, or active mental/physical engagement, is required by students to make real learning happen. For example, some
students may benefit from small group learning opportunities; others may require more focused practice with precise feedback, while others
might benefit from working independently. Some students will need to write, others will need to talk through ideas before they understand,
while others may need to physically represent what they are learning.

 Students who need additional support, will be provided with one-on-one instruction or have
them work with a peer or Paraprofessional.
 Students who need alternative access will be provided with assistive technology devices
with accessibility features such as text-to-speech, speech-to-text, and word prediction.
 Gifted students will be, provided with higher-level problems to encourage them to use a
calculator or other available resources.

Multiple Means of Expression: How will students demonstrate what they have learned? Again, the creation of many
paths is key. Some students are good test-takers, while others are not. Tiered assignments, oral exams, building a model, making a video, using
portfolio assessment are examples of alternatives to traditional paper/pencil tests.

 Students will demonstrate competency by answering the math questions using

MyScriptMath with a 4 out of 5 accuracy rates.
 Students can show competency by answering math questions that were asked/promoted by
the teacher using a sounding board.
 Students will show competency by answering questions on the worksheet with a %80
accuracy, using available math devices, eg calculator or abacus.
 Students can demonstrate their understanding of the topic by explaining it to the class
using examples.