I.
Provide Multiple Means of Representation:
1. Provide options for perception
1.1 Offer ways of customizing the display of
information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical
notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas,
and relationships
3.3 Guide information processing, visualization,
and manipulation
3.4 Maximize transfer and generalization
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
Yes offers visual, auditory, and tactile experiences.
Yes. Has a visual and tactile experience that go along with
the auditory.
Yes. Has an auditory and tactile experience.
Yes. Vocabulary of the coins are introduced at the
beginning of the lesson after the students familiarize
themselves with the different coins. The teacher will show
a video that introduces the vocabulary.
Yes. The content is clarified by having a tactile experience,
visual, and auditory experience. As well as by reviewing
and assessing again if the students can sort the coins.
This allows for clarification for all students, and the
assessment allows for the teacher to asses and see which
students he/she needs to clarify more.
Yes. Offers multiple ways to demonstrate identifying the
coins, which allows for the students to become more fluent
in identifying the coins.
Does not specify other language options.
Yes. The lesson utilizes a video, response cards, and real
coins. The teacher will also introduce the coins visually
while discussing them.
The lesson starts with the hook: What do we do when we
go to the store, how do we buy things? The students are
then asked to sort the coins prior to the lesson to assess
what they already know. The coins will then be introduced
by the teacher and then in a video.
Yes. Highlights the importance of activating prior
knowledge and discussion. Also highlights a purpose of
the lesson other than identifying and naming the coins
coins: coins are used everyday and are important in
society.
Yes. Students will identify, separate, and have response
cards when answering questions about the coins.
Yes. There is an opportunity for review and practice when
the students are asked to come up and choose a coin,
then place it in the correct basket.
 Notes
Include summary of how principle is addressed, if
II. Provide Multiple Means for Action and
applicable. Suggest whether you think it should be
Expression:
addressed, and how you recommend improving the
material.
4. Provide options for physical action
The lesson allows for students to hold up response cards
4.1 Vary the methods for response and navigation throughout the lesson, as well as get up at the end and
one-by-one choose a coin and place it in the correct bin.
4.2 Optimize access to tools and assistive The lesson did not specifically discuss the need for
technologies assistive technology.
5. Provide options for expression and communication
The lesson allows for the students to hold up the response
5.1 Use multiple media for communication cards and sort the coins in a mixed-ability group, allowing
for multiple ways to communicate understanding.
5.2 Use multiple tools for construction and The use of the video in the lesson allows for a different
composition explanation and visual experience of the coins.
The lesson allows for graduated levels of support by
5.3 Build fluencies with graduated levels of support allowing the students to first work together in groups, then
for practice and performance having them work as a class during direct instruction, then
having them complete a task independently.
6. Provide options for executive functions
There are clear objectives for the goals in the lesson,
however there was not a point in the lesson where they
6.1 Guide appropriate goal setting
were discussed with the students. I would start the lesson
by discussing the objectives.
The response cards allow for students to plan and think
about the answers to the questions. However, more stop
6.2 Support planning and strategy development
and think moments could have be provided through out
the lesson.
A strategy for organization for the students during the
lesson is supported in the very beginning of the lesson
6.3 Facilitate managing information and resources
when they are asked to sort the coins. This provides
students with a way to understand sorting and comparing.
More options for feedback could have been provided in
this lesson, for example, instead of having each student
6.4 Enhance capacity for monitoring progress one-by-one come up and choose a coin, the students
could come up in partners or groups, choose a two coins
and discuss the differences.

III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and
persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize This was not discussed in the lesson.
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
CAST 2011
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
The learners are very involved in this lesson and are
allowed to answer with response cards, work together,
then work independently.
By discussing the use and purpose of coins in the
beginning of the lesson, previous knowledge is activated
and learners find coins more relevant to every day life.
Classroom management was not discussed in this lesson.
However, the teacher could allow for and encourage
discussion in this lesson, and focus on involving all
students in the class.
The teacher could have included the importance of
periodically referring back to the purpose of coins and
buying things at the store.
The lesson varies and differentiates with the complexity of
what is being asked of the students.
The students are encouraged to work together and
collaborate with one another when sorting the coins at the
beginning of the lesson.
The lesson did not specifically talk about feedback.
However, feedback can be given anywhere through out the
lesson when the teacher observes the students sorting
correctly or holding up the correct response cards.
This was not discussed in the lesson.
The students can certainly self-reflect when using the
response cards, as well as when they are sorting, at the
beginning and end of the lesson.