Section 2: The UDL Elements

Engagement
Which checkpoint did you incorporate?

How and why?

7.2 Optimize relevance, value, and

authenticity

In the anticipatory set, students will be viewing a

cartoon that relates to order of operations when
bagging fragile groceries as well as giving explicit
instructions on how to make a peanut butter and
jelly sandwich. Both of which students are probably
very familiar with but have not thought about much
in our lesson context. By having the students relate
personal experience with lesson content and order of
operations outside of math, students will be more
engaged with the content as it optimizes relevance,
value, and authenticity.

8.3 foster collaboration and community

During and following independent practice, students

are encouraged to work in groups during stations.
This allows students to work together and
collaboratively as a class in order to help one another
investigate and solve various math equations dealing
with the lesson content we have just covered in
guided practice. The students will be completing
activities that will be enhanced by collaboration as
some of the math problems are more difficult than
others, so by fostering a sense of community
throughout the lesson, students will be working
together more efficiently and feel more comfortable
working with one another in groups.

9.3 develop self-assessment and reflection

through presentation

During assessment, students are asked to complete a

math equation before moving onto stations. By
including activities by which learners receive
feedback right away (by either drawing a smiley face
or star on the students paper), this supports
understanding progress in a manner that is
understandable and timely. By allowing students to
complete their assessment independently following
guided practice, students are able to self reflect using
previous lesson notes and examples. This will
heighten students motivation to complete the given
task with accuracy and enthusiasm before moving
onto the next task.

Representation
Which checkpoint did you incorporate?

How and why?

2.5 Illustrate through multiple media

During the anticipatory set, students will be viewing

a cartoon on the board that highlights patterns
within the order of operations outside of the math
lesson. Students will also be exploring multiple
medias as they provide directions on how to make a
sandwich as well as moving onto using mini white
boards to solve math equations. By providing
examples through multiple media, students are able
to see representations through customizing and
using various examples to display information
throughout the lesson which benefits all students
across diverse boundaries.

3.1 highlight patterns, critical features, big

ideas, and relationships

Before beginning our math lesson, students will be

exploring various order of operations scenarios
which relate to students outside of the classroom
such as grocery shopping and making a peanut butter
and jelly sandwich. This will highlight patterns,
critical features, big ideas, and relationships that will
come up as the lesson progresses into guided and
independent practice. Students will be able to relate
their ideas surrounding the anticipatory set activity
and associated actions with their background
knowledge regarding lesson topics and ideas as
critical features are outlined. Students will be more
engaged in the topic as well as better prepared to
discuss throughout the lesson because they will have
background knowledge regarding the lesson topic.

2.3 support decoding text, mathematical

notation and symbols

During guided practice, students are investigating

numerous mathematical equations and asked to
solve or evaluate them. These equations contain
multiplication, addition, subtraction, and division
symbols as well as grouping symbols such as
parentheses, brackets, and braces. Before students
solve equations which involve grouping symbols,
each one is explained in detail to show students
what the difference is between each symbol. This
ensures that students will be able to solve the
equations that include grouping symbols efficiently.

Action and Expression

Which checkpoint did you incorporate?

How and why?

5.3 build fluencies with graduated levels of

support for practice and performance

During guided and independent practice,

students are asked to solve mathematical
equations with varying levels of difficulty. This is
accomplished by building fluencies with
graduated levels of support and practiced
through performance and presentation at the
students discretion on their white boards. By
allowing students to build fluency with graduated
levels of support for practice and performance,
students master how to express given
assignments and tasks through mastering lesson
material and the order of operations. Students
continue to explore a variety of mathematical
equations as the lesson progresses.

6.2 support planning and strategy

development

During independent practice, students are

encouraged to implement strategies for
achievement as covered up until this point in the
lesson. As students complete their given tasks
and assessment, student will be using strategies
previously covered during guided practice. The
PEMDAS chart will be provided on the classroom
board in order to support planning and strategy
development to keep the students on task in
order to solve the given equations.

6.4 enhance capacity for monitoring progress

When introducing and modeling new knowledge,

students are asked to solve an equation on their
white boards and raise their hands when they are
finished with the problem. By allowing adequate
time to solve the equation and allowing students
to raise their hands to show they have completed
the given task, this enhances capacity for
monitoring progress throughout the lesson.