Universal Design for Learning Lesson Plan

Teacher: Breanne Day Date: April 23, 2014 Subject: Math

NYS COMMON CORE STANDARD:
5.NF-Number & OperationsFractions
Cluster-Use equivalent fractions as a strategy to add and subtract fractions.
Standard 5.NF 2: Solve word problems involving addition and subtraction of
fractions referring to the same whole including cases of unlike denominators, e.g., by
using visual fraction models or equations to represent the problem. Use benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers.

Behavioral Objective: Student will be able to
1. Solve word problems involving addition and subtraction of fractions to the
same whole including cases of unlike denominators based on the graphic
organizer and math problems given during the lesson.

Materials Needed:
1. Math aid-visual diagram of fractions
http://www.math-
aids.com/cgi/pdf_viewer_3.cgi?script_name=fractions_lesson_plan.pl&sha
pe=2&language=0&x=108&y=38

2. Fraction Video
http://www.youtube.com/watch?v=wL4hICyMLKU
3. Finding equivalent fractions
http://www.youtube.com/watch?v=Uu5NxKHoSh8
4. Giant chart of blank pie-fractions
5. Math handout of adding and subtracting fractions
Procedures-
Activating Prior Knowledge:
-I will start the lesson by guiding a discussion on what they have been
learning about fractions in class. I will ask them what they are learning and
what they have trouble with to understand. As we eat our pizza, I will hand
out the visuals of fraction diagrams. While we have the pizza and visuals in
front of us, we can look at the pizza pies and count how many slices we see in
the pie, how many are missing and what fractions those would be. After the
discussion, we will watch the YouTube video, on fractions.
Teacher Modeling-
-We will then watch the finding equivalent fractions YouTube video. We will
discuss as a group what it means to be a fraction, how we can add and
subtract fractions, how we reduce fractions, and how we can use them in real
life.
Guided Practice-
-As a group, we will fill out the giant chart of blank pie-fractions. I will
handout our math worksheet and we will do the first 5 problems together.
We will do numbers 1-5 of the worksheet and color them into the laminated
chart I bring with me to the lesson.
Independent Practice-
-Each student will answer as many questions as they can on the math
handouts of adding and subtracting fractions. They can refer to the guided
practice we filled in with the large chart of pie-fractions. Also, they can use
their own handouts of al different fractions I gave to them in the beginning of
the lesson.
Assessment-
-As the students fill in the pie-chart of fractions and complete the
independent practice worksheet, I will carefully assess each student to
see if they are making connections to correctly identifying fractions,
reduce fractions and being able to solve addition and subtraction
problems.








Multiple Means of Representation: (write in terms of UDL guide-lines;
use guideline #s)

Guideline 1: Provide options for perception
-During the YouTube videos, there are audio narrations, visual images
and demonstrations. The giant pie-chart for fractions is a great visual
image where you can write on it and erase right off it. The hand-outs of
fraction graphs will be given to all students to be able to refer back to
them when necessary.

Guideline 2: Provide options for language, mathematical expressions
and symbols-
-In order to avoid any confusion for students, the clear handouts of
fractions will be provided as a visual for all students. They will be able
to reference back to this during the lesson. The giant pie-chart for
fractions is a visual tool for students as well

Fractions
1
Novice
2
Apprentice
3
Practitioner
4
Expert (work exceeds grade
level expectations)
Problem Solving
Little or no understanding of
the problem is evident and no
work is shown
Numerous errors when
problem solving and/or no
work shown
Few errors when problem
solving and some work
shown
No errors when solving
problems and all work is
shown
Mathematical
Content
Demonstrates little or no
knowledge or application of
fractions
Demonstrate a limited
knowledge and application of
fractions
Demonstrates a general
knowledge and application
of fractions
Demonstrates a clear
knowledge and application of
fractions
Mathematical
Communication
Inaccurately communicates
concepts and/or no examples
are provided
Communication of concepts is
limited; examples provided do
not support the work
Communicates concepts
satisfactorily; provides one
example to support work
Communicates concepts in a
well developed manner;
Provides multiple examples to
support work
Use of
Mathematical
Terminology
No mathematical terminology
used or attempted
Some mathematical
terminology is presented, but
not correctly used
Mathematical terminology
used correctly
Mathematical terminology is
prevalent and used correctly.
Overall Product
The reader is unable to follow
steps taken in the solution.
Work is messy and
unorganized.
Solutions are difficult to
follow at times. Work is
sloppy or no attention to detail
is shown.
Solution is presented in a
logical manner. Work is
organized and visually
appealing.
Solutions are presented in an
easy to follow step-by-step
manner. Exemplary
presentation.
Multiple Means of Engagement- (write in terms of UDL guide-lines;
use guideline #s)
Guideline 7: Provide options for recruiting interest-
-Learned in week 1, both students enjoy math and watching math
videos on YouTube. Both students also explained to me in week 1 that
they enjoy pizza. So knowing we will be having a pizza party on the last
lesson, I incorporated pizza into learning fractions and adding and
subtracting them.

Guideline 9: Provide options for self-regulation-
Checkpoint 9.3 Develop self-assessment and reflection-
-In providing students with the fractions visuals that they can keep and
reference to, they are given the opportunity to self-regulate and self-
monitor. If they need to refer back to the visual they are able to clearly
see all the different types of fractions there are and how we can
combine them by adding them or subtracting them.

Multiple Means of Expression-(write in terms of UDL guide-lines; use
guideline #s)

Guideline 4: Provide options for physical action
Checkpoint 4.1 Vary the methods for response and navigation
-Throughout the lesson, I will give students the choice to answer
questions for the giant pie-chart verbally, shade in the fractions, or
write them in.

Guideline 6: Provide options for executive functions
Checkpoint 6.4 Enhance capacity for monitoring progress-
-The rubric I will be using to assess my students work will be shared
with them so they are able to understand how they are being graded
and what their understanding of each component of the lesson is. This
allows them to be able to be aware of their own progress and therefore
be able to self-monitor their future progress in fractions.































Culturally Responsive Teaching-




My lesson Component Component 4
Both students love
pizza, math and
being able to be
physically active in
their lessons
Incorporates
pizza as a means
to solve fraction
equations
Lesson connects and
affirms home culture
with school experience
within academic
content.
All three UDL
principles are met
throughout the
lesson
Incorporates
multiple means of
representation,
expression and
engagement
Incorporates CR
materials, content, and
teaching practices in all
three UDL principles.
Both students love
to watch YouTube
videos, which I
showed in my
lesson.
Realistic, high
expectations and
standards for
student
achievement
Lesson reflects realistic
and high expectations
for the achievement as
evidenced in behavioral
objectives
Doing fractions
math equations
while using a
fraction pie- chart
if needed
Learning strategy
of a visual chart is
explained clearly
to both students.
Strategies are
conspicuously
presented, clearly
communicated, in a
relevant context.