Universal Design for Learning Lesson Plan

Teacher: Breanne Day Date: April 9, 2014 Subject: Math

NYS Common Core Standard:
CCSS. Math. Content.5.OA.A.1-Write and interpret numerical expression. Use
Parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols.

Behavioral Objective: Student will be able to
-Demonstrate understanding of the wave of immigration to New York City during
the Gilded Age while using this information to solve math problems.

Materials:
-YouTube video Gilded Age Video Immigration
(http://www.youtube.com/watch?v=y5qAv395dEk)
_PEMDAS chart
-Math worksheet on PEMDAS

Procedures:

Activating Prior Knowledge:
-I will start the lesson by asking students if they know anyone in their family who
has come from another country to this country. Then we will discuss how people
immigrated from other countries to New York City during the Gilded Age. We will
discuss how things cost during this time period. I will show the video Gilded Age
Video Immigration (http://www.youtube.com/watch?v=y5qAv395dEk)


Teacher Modeling:
-I will hand out our math PEMDAS handout and review the PEMDAS order of
operations with my students using the PEMDAS chart they each received. We will
discuss how each problem goes in this order and the left to right rule and how it
applies to our problems. I will model how to do the first problem on our handout
sheet while teaching how to use PEMDAS.

Guided Practice-
-As a group we will do question 2 and 3 on our handout and work together on using
PEMDAS to solve our math problems.


Independent Practice-
-I will give students the math worksheet on doing PEMDAS according to the
information we learned in the video. They will complete the rest of the worksheet
independently.

Assessment-
-As students complete the handout, I will carefully observe the order of operations
they are using first, and making sure they correctly solve the problems. When
everyone is finished, we will go over our answers by checking them mathematically
and with a calculator.

Rubric for Assessment-
https://grubermath.wikispaces.com/file/view/order+of+operations+rubric.docx.




































Order of
Operations
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 order of
operations
Demonstrate a limited
knowledge and
application of order of
operations
Demonstrates a
general knowledge
and application of
order of operations
Demonstrates a clear
knowledge and
application of order of
operations
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 Representation: (Write in terms of UDL guide-lines; use
guideline #s)

Guideline 1: Provide options for perception
-During the lesson, we will watch a YouTube video on what it was like to immigrate
during this time period, have an oral discussion about how much things would have
cost during this time period, given a PEMDAS chart and a math worksheet. Students
will be able to work directly on the worksheets given, or on scrap paper with pen
and pencil. We will then check our work with a calculator.

Guideline 2:Provide options for language, mathematical expressions and symbols
- So students do not have any extra confusion, they will have a clear
representation of a PEMDAS chart while they do their math worksheet.


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

Guideline 7: Provide options for recruiting interest:
- Both students enjoy YouTube videos and learning about New York City and
its development, which are both incorporated into this lesson. Also, both
students have shared stories of how family members immigrated to this
country so this lesson is culturally responsive as well.

Guideline 9: Provide options for self-regulation
Checkpoint 9.3 Develop self-assessment and reflection-
- Providing students with the PEMDAS chart, allows them to self-regulate
while they work on their math handout. This chart serves as an aid to assist
students as they do each order of operation.

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
-During the math lesson I will give the students the opportunity to ask questions
about PEMDAS verbally, use their math handout as their worksheet, or use scrap
paper. They can also type on the computer to work out their math problems in a
word document if they wish.

Guideline 6: Provide options for executive functions
Checkpoint 6.1 Guide appropriate goal setting
-The PEMDAS model used, and the bolded math PEMDAS problems in the handout
provide students with a visual example of what to do and a reminder of what order
of operations they need to use to solve the equations.

SOLVE:

1) Solving the PEMDAS problem below, answer how much shoes cost for
Peter to buy during the Gilded Age:

(5-4)(6 6)

2) If Luigi needs to buy bread for his family that will last them a week, how
much does the bread cost using the PEMDAS problem shown?

62(1+2)=

3) John and Joseph need to one pound of coffee from the local store. How
much would milk cost according to the PEMDAS problem given?

(123) + 4-24 3x8=

4) Carlos needs to buy toothpaste his brother after working hard all week.
How much would the game cost using the PEMDAS problem given?

2
3
-8 4-2+7=

5) Timothy needs to walk to work every morning. According to the
PEMDAS problem below, how many minutes would it take him to walk
to work every morning?

44-2
2
4-2+14=












Culturally Responsive Teaching-




My lesson Component Component 4
Both students love
New York City and
the immigration
age.
Incorporates how
people during this
time period spent
their money while
using PEMDAS to
solve these
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 PEMDAS
math equations
while using a
PEMDAS 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.