Universal Design for Learning Lesson Plan

MS. SHARLAYNE WEEKES

Teacher(s): _________________ Date: _______________

Subject: _________________
MATH (2nd grade)
5/3/2016

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.

The materials needed for this math lesson are:

1. Pencil
2. Giant Notepad
3. red paper cut out circles
4. blue paper cut out circles

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.

Objective:
With the numbers 11-19 written on the smartboard, students will use their blank box (drawn on the giant notepad) to count
10 red circles in the box and using blue circles to place the remainder outside the box respectively for numbers 11-19. Successfully
fulfilling this academic task will prove that they understand how to visually count 11-19 and what it means to
do it the right way.For each number 11-19, the students will clear out the box and start again. This repetetion of doing it eight times
(as I am modeling number 11 for them), they get practice and can viusally see and remember what they did with the circles each
time. After modeling number 11 for them the students will complete the rest of the assignemnt with 90-100% accuracy.

Standard/Benchmark/Indicator:

Are you aligning your lesson with district or state standards?

I am using a standard from the common core. For math, one of the standards that 2nd grade students need to understand
is the concept of counting 10 ones and some more 1's. As they understand how and why it makes 11-19 through this
specific standard they are able to then do even harder numbers and know that the number thirty-one is written as 31 and
not 13. Additionally, the common core standards illustrates that using concrete objects (such as the red circles I have) are
visual conceptualizations that tie into the academic task at hand.

Anticipatory Set:

How are you going to motivate your studentsassess or review prior knowledgeintroduce your topicorganize

your lesson for students?

Motivate Students: I will motivate my students to want to do this counting math exercise by introducing colors and shapes
(red and blue circles). The note pad will be a giant notepad and that's motivating in an intriguing way. Younger students
are usually more drawn to big shapes, texts, objects and bright colors as it helps to keep their attention sometimes.
Assess prior knowledge: I will assess prior knowledge by first having students come up to the smartboard and count out numbers
1-10 using their red and blue circles(there will be red and blue circles that are touch screen as well). Additionally, I will ask them what it is they know about the numbers 11-19. Students
might say the following: 1. they are all more that 10, 2. they all have a number of 1 or more next to the first 1.
Introduction to topic and how I will organize the lesson: Counting numbers 11-19. Students are going to be able to know how to count out numbers 11-19 using the objects. I will first teach
to the students how to count out and write numbers 11-19. For ex., number 12 is as follows: the first part to break down to students is that in the number 12 the number 1 is in the tens spot
(students would have already learned this) so with number 10 that is 10 1s and thats how you get 10, so with the number 12 that is 10 1s which is 10 + 2 . So now 10
+ 2 is 12. Understanding that concept, students can then use the red circles to represent 10 circles inside the box and then two additional blue circles outside the box . When they add up all of their circles
(red and blue) they will see that they have 12. Once this is all taught and modeled for number 11 as stated in the lesson objective, students will then go to their own individual spaces and complete the
lesson with numbers 12-19. I would expect most students to have no issues. Those who may, I will first encourage active learning and helping. They can discuss amongst their peers. Failing brings a long
success as you know what you've done wrong already.

Multiple Means of Representation:

How are you going to present your content so that it meets the needs of all

studentsis 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.

Means of Representation:
I will first use a smartboard to go over how to complete this lesson by going over what the
students already know about numbers 1-10, what they know about numbers 11-19 ( the smartboard will also have audio)
and the smartboard will be used to model the number 11 so that they know what is expected of them in this math activity
lesson. I will then use the giant notepads and the big red and blue circles. As always, I will inform students to read on
examples in their text on other numbers (maybe more than 19) so that they can get an idea and be comfortable with the
idea that they are going to be dealing with numbers more than 10. These are different ways of learning that are attainable
to all students with and without LD.
https://www.youtube.com/watch?v=hpQc0ApVIvU is a smartboard lesson that will help students even more in counting.
It's very interesting and beneficial. I will stop the video at 19.

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.
Multiple Means of Engagement
Physical Engagement: For numbers 11-16 students will work on their own, but for numbers 17-19 (each student must do it on their own notepad but then move along like an assembly line and figure out
what number (17-19) the other student has . This fosters active thinking and independence. Students have to think about what is on the pad in front of them as they
didn't actually put the circles in the box themselves. Seeing how this works leads to mental thought. Some students may get to another station and be puzzled because they didn't place the circles and
have to do it again themselves. That will be allowed if a student needs to do so. Some students will have to keep record on paper of the number they guessed from their
peers' work while other students can just keep a mental note of it. Lastly, I will foster group interaction as students can discuss amongst themselves about the answers they came up with. These are just
some ways I will provide means or ways for students to stay involved.
I am incorporating my bookbuilder here. Please go to bookbuilder . Mine is published (You hear more than a bing in the forest) The last
page serves almost as a scaffold (separating and putting back together) So with the picture on the last page, I would ask the students how many large animals are there ( using the box and the red circles
to represent the large animals and the blue circles to represent the small animals) and how many small animals are there? Now place the circles in the appropriate space as we practiced in our lesson

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.
Multiple Means of Expression:
With this counting numbers lesson I will provide three ways for students to demonstrate what they have learned and that they actually understand what they've learned.
1. Students will have a math debate. So there will be simple word problems (the word problem is viewable on the smartboard) where students must mentally figure out the problem.
For example: Bob has 10 books in his locker. He went in his bookbag and two other books fell out of his bookbag and out of his locker onto the floor. How
many books does he have all together. The students (through the lesson) should understand that the locker can represent the box
where 10 are inside and x is outside. The students will have a debate as they mentally count or use their fingers to get the answer.
2. The students will have a fun activity on the smart board and that will be their test. Each student takes a number 11-19. Whichever
number is chosen, they will use the smart board and place the correct number of objects (based on the ones position first) and then
place the rest inside the box (based on the tens position) For instance for the number 12, students will maneuver the objects using the
touch screen smart board to place 2 objects outside the box and then 10 objects inside the box. This is making sure they still remember
their tens and ones position which would've been learned in depth from prior classes. It also still helps them to know how to count out and write out the number 12
3. Lastly, to count out numbers 11-19 students will take part in an activity called the finger counting. It's the textbook way of how most students count out . For this activity, students may use their text book
for additional help and resources. As always, I as the teacher will be their to guide students and support them as they come to learn and know on their own.
I incorporated https://www.youtube.com/watch?v=pIlIxin6F2M to show students' prior knowledge as a way to show what they already know. First looking at the video it was rather silly in a cute way,
but by using this on a smart board, students can click on numbers, then the bubbles appear, and then they click back on the appropriate number and the audio will sound for a right or wrong answer.
They will then have to pop the bubbles using their finger on the smartboard. I thought the video was interesting and can be manipulated and changed to fit a lesson plan that I would want to do.