UDL Lesson Plan Lauren Marple

About This Lesson

DESCRIPTION

This lesson will be taught in a first grade classroom (students who are 6-7 years old) during the scheduled math
instruction time. Each of the 24 students in the class has their own laptop, provided by the school. There is also a
SmartBoard in the classroom. At each table, students have access to pencils, markers, crayons, scissors, glue, and
clipboards. Located above the SmartBoard, there is a large number line displaying whole numbers from 1-50. To the
side of the board, there is a hundreds chart.

During this lesson, students will be working in pairs to construct towers of 10 cubes using addition strategies. Students
will have access to their laptops during this time, but are not required to use them.

STUDENT DESCRIPTIONS

Kamla has a specific learning disability (high-incidence) which presents itself when she is tasked with reading and
writing. Kamla squirms in her chair, holds her pen awkwardly, and moves her paper around when asked to write an
essay. She has trouble with decoding and fluency when reading. Kamla is a friendly, respectful student in school.
Outside of class, she is a devoted basketball player who demonstrates persistence, focus, and hard work.

Jamal has cerebral palsy (low-incidence) and uses a wheelchair for mobility. Jamal struggles with reading and
writing due to motor issues. He often becomes discouraged because of the amount of labor put forth. Jamal has strong
strategic skills which help him to be highly successful in science and social studies. His speech is often slow and
unintelligible, but an expanded keyboard for his computer allows him to communicate easier and demonstrate his
knowledge. Jamal is an enthusiastic student who is particularly knowledgeable about military tanks and submarines.

Mateo is an English Language Learner who is fluent in Spanish. He attends ESOL classes three times a week, for
one hour each. Because he has a rudimentary English vocabulary, he struggles to read and write in English. However,
Mateo is a bright student and demonstrates a strong understanding of math, and science when the instructions are
translated, or when the directions are verbally repeated and he is provided with visual supports. Mateo enjoys soccer,
music, and using his iPad and other types of technology.

Daisy is a Gifted and Talented student, who performs one grade level ahead of her peers in reading, writing, and
math. She needs support and appropriate academic challenges in order to remain motivated, as she often gets bored
during classroom instruction. Daisy often disrupts her peers with off-topic conversation when she either finishes her
work early, or chooses not to finish it at all. She enjoys research projects, creative writing opportunities, and
participating in group activities and discussions.

PREREQUISITES

Prior to this lesson, students should be able to:

- Count to tell the number of objects (within 20)
- Count on from any number between 1 and 20
- Demonstrate understanding of addition operations (within 20)
- Demonstrate beginning understanding of subtraction operations (within 10)

Students will already have had experience using a number line, tens frame, unifix cubes, hundreds chart, dice, and part-
part-whole mats.

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UDL Lesson Plan Lauren Marple

ESTIMATED TIME: 1 hour

Potential Use
PURPOSE: Small Group, Classroom Instruction

GRADE: 1

CONTENT AREAS: Math

COMMON CORE:

Major Cluster 1.OA.A - Represent and solve problems involving addition and subtraction.

CCSS.Math.Content.1.OA.A.1 (grade 1): Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Major Cluster 1.OA.C - Add and subtract within 20.

CCSS.Math.Content.1.OA.C.6 (grade 1): Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on, making ten (e.g. 8 + 6 = 8 + 2 + 4, which leads to 10 + 4 =
14); decomposing a number leading to a ten 13 – 4 = 13 – 3 – 1, which leads to 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1, which equals 13).

Goal
INSTRUCTIONAL GOAL

Students will be able to solve math problems to 10 (within 20) by applying addition and beginning subtraction strategies.

OBJECTIVE(S)

• Students will be able to construct addition problems to 10 (within 20), using unifix cubes and dice
o “I CAN build addition problems to 10 with unifix cubes!”
• Students will be able to represent addition problems to 10 (within 20), with drawings, words, and/or equations
o “I CAN tell about addition problems to 10 by drawing, labeling, writing a sentence, or writing an
equation!”
• Students will be able to demonstrate understanding and application of addition strategies such as adding on,
putting together, and comparing
o “I CAN use strategies like adding on, putting together, and comparing to help me solve addition
problems!”
• Students will be able to solve “how many more” subtraction problems by performing known addition strategies
o “I CAN use addition strategies that I know to help me answer questions that ask ‘how many more’ I need
to have 10!”

Part 1: Variability for All:

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UDL Lesson Plan Lauren Marple

To guide the class towards success in this lesson, I will provide a variety of whole group and individual accommodations
and supports. I will be providing visual cues such as modeling the tasks. I have created modified versions of the blank
recording sheets in order to guide students who may require or benefit from additional organization or models. I will
provide students with timely and informative feedback throughout the lesson. In addition to displaying the schedule
and a timer on the SmartBoard, I will give 5-minute and 2-minute warnings prior to switching tasks. I will announce
these warnings both verbally and by walking around the room holding up either 5 or 2 fingers, respectively.

Options to Support Engagement:

• Students will be able to choose how to practice their skills (verbally discussing, using a blank worksheet, using a
worksheet with a template, using a tens frame, using technology, etc.) [7.1]
• Students will be reminded periodically to stay on task [7.3]
• Students will practice the task in a whole group setting with the teacher before moving to pairs [7.3]
• Students will be alerted both verbally and visually when they should be moving to the next portion of the task
[7.3]
• Students will be alerted both verbally and visually when there are five minutes remaining and again when there
are two minutes remaining [7.3]
• Students will be prompted to recall and/or restate instructions by holding up fingers to show a certain number
and answering questions verbally in an all-students-response manner [8.1]
• Students will be shown how to play the Three Towers game before playing the game in pairs [8.1]
• Students will have the option to use worksheets that give a template to assist their thinking and task completion
[8.2]
• Students will be provided with a scaffolded version of the worksheet template, if the teacher feels that it will be
helpful to the student(s) [8.2]
• Students will be given additional challenges related to the task, if time and skill level allow [8.2]
• Students will be given clear expectations, goals, and responsibilities to help them to collaborate in pairs to
complete the task [8.3]
• Students will be provided with on-the-spot feedback from the teacher about their work and progress in the task
[8.4]
• Students will provide one another with feedback while working with their peers [8.4]

Options to Support Representation:

• Students will have access to electronic translation tools [2.4]

• Students will be able to refer to visual supports to clarify vocabulary terms and key words [2.4]
• Students will be prompted both verbally and visually when to move to the next step in the task [3.3]
• Students will listen to and watch the teacher model the task before beginning [3.3]
• Students will have access to various scaffolded worksheets, which will assist them as needed to demonstrate
their knowledge [3.4]

Options to Support Action and Expression:

• Students will be invited to display their work in a variety of ways, such as through drawings, words, and/or math
equations/expressions [4.1]
• Students will be allowed to choose between using writing utensils and paper or their laptops to demonstrate
their work [4.2]
• Students will be able to use physical manipulatives (unifix cubes) to complete the task and to help them to solve
problems [5.2]
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UDL Lesson Plan Lauren Marple
• Students will be asked questions by the teacher that guide their learning throughout the activity, assist them in
self-monitoring, and help them to reflect on what they have done and are doing [6.4]

Part 2: Accommodations/Modifications for Specific Students:

ENGAGEMENT:

• Kamla and Jamal will be invited to use a variety of methods to interact with the task
• All students will be notified with visual and auditory cues about time remaining to complete a task; this will
directly support Kamla by providing her required time management/visual schedule accommodation
• Mateo will be provided with a worksheet that has been translated into Spanish, which will assist him in
understanding the task directions
• Instructions will be given verbally and reiterated with visual prompts, cues, and actions, which will assist Mateo,
as well as other students in the class, with comprehension
• Daisy will be provided with additional challenges, if successful with the assigned task; i.e. making 5 towers of 10,
3 towers of 15, playing the game with 2 dot cubes, playing with 1 dot cube and 1 number cube, or playing with 2
number cubes

REPRESENTATION:

• Kamla and Jamal will be invited to use a variety of methods to complete the task
• Mateo will be able to use electronic translation tools on either his laptop or iPad in order to support his
interaction with the tools, task, and his peers

ACTION AND EXPRESSION:

• Kamla and Jamal will be invited to use a variety of methods to demonstrate their learning
• Jamal will be able to interact with the worksheet(s), if desired, by using a coloring app that allows him to tap the
color choice and tap the object to be colored
• Jamal will be able to use a text-to-speech function on his device, if desired or required, in order to verbally
discuss his work
• Jamal will have access to his expanded keyboard throughout the lesson

Assessments

FORMATIVE ASSESSMENTS

LESSON OBJECTIVES:

o Construct addition problems to 10 (within 20), using unifix cubes and dice
o Represent addition problems to 10 (within 20), with drawings, words, and/or equations
o Demonstrate understanding and application of addition strategies such as adding on, putting together, and
comparing
o Solve “how many more” subtraction problems by performing known addition strategies

FORMATIVE ASSESSMENT METHODS:

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UDL Lesson Plan Lauren Marple
During the Independent Practice portion of the lesson, I will formatively assess the students' understanding of the Three
Towers game and its required skills by walking around the room, observing the pairs while they play and taking notes on
their strategies, and asking the students open-ended questions.

Some of the questions that I will ask the students will include:

• “How did you decide how many cubes to take?”

(Do they count the dots, or do they just know the pattern?)

• “How many cubes are in your tower so far?” “How many more do you need?”

• “How do you know when a tower is finished?” “How do you know ‘how many more’ you need to finish building
a tower?”
(Do they keep recounting from 1, or are they able to count on from the last total? Do they use number
combinations that they already know?)

• “How did you figure out the total number of each color in each tower?”

• “Tell me about how you are recording your work.” “Why did you choose to record your work this way?”

• “Can you think of another way that someone might record their work?”

I will also be able to assess the students' level of understanding by looking at how they display their work. I will notice
which information the students chose to record, and the method in which they chose to record it (including accuracy).
Through these formative assessments, I will be able to determine whether students need additional practice and
teaching, and whether or not the students are prepared to build on these objectives towards the next goal.

SUMMATIVE ASSESSMENTS

Students will complete an entrance ticket summative assessment after this lesson has been taught. In this assessment, I
will have prepared 3 towers, like the ones used in the game. I will allow the students to use the same recording
materials as they had during the game. Students will be instructed to model and describe the towers with words,
pictures, and/or equations, demonstrating the ability to select and apply addition strategies.

Instructional Methods
OPENING

Hook:

Students will be sitting on the carpet as a whole group. When students are quiet, I will begin to introduce the lesson by
leaning in and miming the action of placing a hat on my head, while whispering, “Get your construction hats…now put
them on…great! Now we’re ready.” [Engagement, 7.2] “Today, we are going to be doing some building.”

Introduction:

Then, I will explain, "We will be playing a game called Three Towers. You and a partner will work together to build three
towers.” (I will hold up 3 fingers) [Representation, 1.2] “Each tower needs to be the same number of cubes high, or tall.”

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UDL Lesson Plan Lauren Marple
[Representation, 2.1] “When we play the game today, we will make our towers 10 cubes tall." I will then ask the
students to show me on their fingers how many cubes tall their towers should be. [Action and Expression, 6.3] I will have
a copy of the game directions printed in both Spanish and English, back-to-back on a page. This material will be
provided to Mateo for him to follow along, while visual cues will also support his comprehension. Jamal will have his
laptop with expanded keyboard throughout the lesson.

I will ask then choose a student* to play the game Three Towers with me to demonstrate. I will show the class the
materials that we will be using to play the game; a dot cube and 60 unifix cubes (in 2 different colors**). [Action and
Expression, 5.1, 5.2]

*Brian, in this lesson plan

**Blue and orange, in this lesson plan

DURING

Model New Skills and Knowledge:

I will ask Brian to choose a cube color. I will say to the class, "There are 2 different colors of unifix cubes in each
bag. Each partner is going to choose a color that they will use for the whole game. Brian just chose orange, so I will
choose blue." [Representation, 3.3]

I will hold up the dot cube (dice) for the class to see and say, "Now we take turns rolling the dot cube." After rolling the
dot cube, I will ask the class, "What number did I roll?” .... “So how many cubes do you think I should take?"
[Engagement, 8.1]

I will then make a stack of that amount of cubes. I will explain to the class, "I rolled the number 4 on the dot cube, so I
added 4 blue unifix cubes to my tower. How many more cubes do I need to make my tower 10 cubes tall?"
[Engagement, 8.1]

I will listen to 1-2 answers before passing the dot cube to Brian, who will take his next turn. I will narrate to the class,
"Brian rolled a [number]. How many orange cubes should he take?" I will remind the students, "We are working
together with our partners to build towers of... (pause, inviting students to respond) ...10. Is our tower 10 cubes tall
yet?" … "No, so Brian should add his cubes to mine, and start a new tower once the first tower has 10 cubes."
[Engagement, 8.1]

I will model building the tower. Brian and I will continue taking turns rolling the dot cubes and building the towers until
we have built three towers of 10.

After we have built three towers of 10 cubes, I will ask the class to help me count the number of blue cubes in the first
tower. [Engagement, 7.3] I will write this number on the board. I will then ask the class to help me count the number of
orange cubes in the first tower, which will also be recorded on the board. [Representation, 1.2] I will tell the class, "You
will each find a way to record what happened in your game, and how many of each color cube was in each tower."
[Engagement, 7.1]

I will then ask the students, "What are some ways that you could show how many of each color cube is in these
towers?” [Action and Expression, 5.3] I will listen to and model 2-3 suggestions, as instructed by the student describing
the method.

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UDL Lesson Plan Lauren Marple
I will then say to the class, “If you’re ready to play the game and start building, put your hands on your construction
hat!” Before dismissing the class to play the game with their partners, I will remind them to ask a friend or raise their
hand patiently if they need help. [Engagement, 8.3] I will remind students of the options and expectations for flexible
seating around the classroom, information which is also displayed on a poster near the board.

Guided Practice

Students will choose a place around the room to work with their partner. [Engagement, 7.3] I will ask one person from
each pair to be the “Materials Manager” and collect the necessary tools for playing the game. I will then walk around
the room to make sure that students are working in pairs, understand the goal of the game, and that each partner is
sharing the work equally, discussing their thought process and recording method, and providing feedback. [Engagement,
8.3]

I will be asking students open-ended questions to formatively assess their understanding. [Action and Expression, 6.4] I
will also be providing students with specific feedback during this time. [Engagement, 8.4]

If students express difficulty with recording information from the game (not related to motor issues), I will give them the
option to choose from a variety of organizers. [Representation, 3.3] I will also have a Spanish version of each worksheet,
to be prepared for whichever model Mateo may need or prefer.

For any students who were successful with the Three Towers game and who finish early, or require additional
challenges, such as Daisy, I will provide related extension activities [Engagement, 8.2] that will prepare them for the next
lesson. I will have several challenge options prepared, such as composing 5 towers of 10, composing 3 towers of 15,
playing the game with 2 dot cubes, playing with 1 dot cube and 1 number cube, or playing with 2 number cubes.

Independent Practice:

I will alert students when they have 5 minutes left to finish recording, and again when they have 2 minutes left.
[Engagement, 7.3] I will then instruct the Materials Managers to carefully carry and place their 3 towers on their desks,
along with their recording worksheets or other method of recording. (Jamal’s device will remain with him, so that he
may use it to communicate with his peers, and his recording method will be displayed on the desk on the teacher’s
iPad).

Once each pair has displayed their towers and recording methods, I will bring the class to attention by clapping or using
a call-and-response.

CLOSING

Synthesize:

While holding my hands in circles around my eyes, resembling glasses or binoculars, I will tell the class, “Now, we are
going to put our ‘noticing eyes’ on and do a gallery walk around the room. We are going to notice the different ways
that our friends showed what happened in their games.” I will let the students know that the gallery walk will be 3
minutes long, and I will set the timer on the board. I will also show with my fingers that there are 3 minutes.

Students will rotate around the room, looking at their peers’ towers and recording methods. I will announce to the class
when there is 1 minute remaining, while holding up 1 finger. Once the time is up, I will call students to join me at the
carpet.
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UDL Lesson Plan Lauren Marple
I will say, "I saw a lot of different ways to make towers of... how many cubes?" (Students should answer, "10 cubes!") I
will say, "Here are three towers that I built today. Raise your hands, how many blue cubes do you see on this tower?"

I will then ask the students, "How would you show the information about the first tower on paper? How would you
show that it has ___ blue cubes and ___ orange cubes?" [?]

I will model 2-3 of the methods suggested, which may include pictures, words, numbers, and/or equations. [Action and
Expression, 6.2]

I will write an addition sentence on the board and say, "We talked a little about these symbols last week, and I saw some
of you using them! Who remembers something about these symbols that they would like to share?” … “How does what
I wrote connect to our tower?" [Representation, 3.4]

Closing:

I will begin to close the lesson by saying, "We said that there are 10 cubes altogether - ___ blue and ___ orange. What
I've written on the board means that 10 is the same amount, or is equal to ___ and ___. ___ plus ___ equals 10. This
symbol is called plus, it tells you to put those numbers together, to add them. What this equations says in words is that
10 is the same as ___ and ___."

I will repeat this process for the remaining two towers.

Materials
MATERIALS AND SUPPLIES

▪ Unifix cubes (30 per player; 2 different colors per pair)

▪ Medium-sized foam dot cube/dice, (1 per pair)
o Number cubes
▪ Crayons, colored pencils, markers
▪ Recording sheets
▪ Modified recording sheets – organizers
▪ Chart paper/Anchor chart

RESOURCES INCLUDED

Members: Irish Farillion

Rodel Blanco
Peter Dioso
Althea Balanay
Lairen Artuz
Mecaela Canaway
Judelyn Daned