Bethann Ilgenfritz

About This Lesson

DESCRIPTION

This lesson will take place at Carney Elementary School. Carney Elementary is a Baltimore County
Public School that serves students in prekindergarten through the fifth grade. There are 573 students
currently enrolled at Carney Elementary School. Of these students, 53% are white, 26% are black, 13%
are Asian, and 4% are Hispanic. Carney has thirty-four teachers that work within thirty-one classrooms.

There are a total of 6 students for this lesson. The students are 10 and 11 years of age and are in the
fifth grade. The students in this class have a range of abilities. We will have access to a smart board
and each student has a device if needed. There is high and low assistive technology available as well,
depending on the needs of the students.

Mike (HI) (will have IEP so include him in modifications/accommodations)

Mike has been identified as having a learning disability. He struggles to read grade level text and is
unable to comprehend what he has read. Data collected by his teacher suggests he is reading three
levels below his peers. When material is read to him, however, he can answer questions with a high
degree of accuracy. When asked to read aloud in class or to respond verbally to written direction, Mike
often becomes verbally abusive to the teacher and his classmates. In the area of expressive oral
language, Mike demonstrates the ability to describe scenes, give directions, and explain steps.
However, in written expression, Mike scores significantly below his peers in his ability to spell words
used in everyday writing and to compose and write an organized, complete letter. His understanding of
mathematical concepts seems strong, but his academic progress in math is hindered by his difficulties
with reading and writing.

Jamal (LI) (will have IEP so include him in modifications and accommodations)
Jamal, a young boy with cerebral palsy, is an enthusiastic student, well on his way to becoming an
expert on military tanks and submarines. From his home computer he has found and collected
hundreds of photos, stories, and websites devoted to these mobile weapons. Jamal uses a wheelchair
for mobility. Jamal speaks quite slowly and his speech is often unintelligible. With great difficulty, he can
write and draw with pen and paper. He is much more successful using his computer with an expanded
keyboard. Jamal is barely keeping up in the mainstream classroom, in part because of increasing
amounts of reading and writing. Science and social studies particularly engage him, and he uses his
strong strategic skills (such as his ability to seek, locate, and save information) to good effect in these
classes. However, because of his motor difficulties, Jamal must invest tremendous effort just to keep
pace, and at times he becomes discouraged.

Mateo (ELL)
Mateo just moved to the United States with his parents and his little sister. Mateo loves futbol (soccer),
music, and technology, especially his IPad. He speaks Spanish fluently. Mateo has had little education
in the English language and only knows rudimentary English vocabulary and directions. He struggles at
reading and writing in the English language. Mateo attends an ESOL class for an hour every Monday,
Wednesday, and Friday. Mateo is a bright student and has a great understanding of math, and when
the textbook and instructions are translated, has a wonderful understanding of science. When given
repeated verbal directions, coupled with visual supports, he is able to complete tasks. Mateo also
excels when activities and assignments are first modeled through hands-on activities.

Daisy (GT)
Daisy has been identified as Gifted and Talented. She is performing a whole grade level above her
peers in reading, writing, and mathematics. Daisy often gets bored during classroom instruction and
has difficulty with remaining motivated. Oftentimes, Daisy will not finish her work and instead disrupt her
peers with off-topic conversations. With appropriate, academic challenges, Daisy does enjoy
participating in cooperative group activities, discussions, and sharing her ideas with her peers. Daisy
also enjoys doing research projects and engaging creative writing opportunities.

The topic of this lesson is learning the area model to represent multiplying a whole number. The main
focus of this lesson will be to demonstrate understanding of strategies using place value and the
properties of operations.

Common Core Standards:

Number and Operations in Base Ten
CCSS.Math.Content.5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard
algorithm.

PREREQUISITES
Students should be able to:
Control their individual devices
Students will have prior experience to working in a group setting, responding to questions, and will have
experience with working independently or with a partner
Access prior knowledge of addition, subtraction, and multiplication
Know their basic facts
Beginning level mastery regarding rules of place value

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:
Classroom Instruction, Small Group

GRADE:
Fifth Grade

CONTENT AREAS:

Math

COMMON CORE:
Number and Operations in Base Ten
Perform operations with multi-digit whole numbers and with decimals to hundredths.
o CCSS.Math.Content.5.NBT.B.5 (grade 5):Fluently multiply multi-digit whole numbers using
the standard algorithm.

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Goal
INSTRUCTIONAL GOAL
Students will be able to solve multi-digit multiplication equations.

OBJECTIVE(S)

Students will be able to use strategies to represent multiplication of a multi-digit number.

VARIABILITY
Part 1: Variability for All:

Multiple means of Engagement:

Provide a schedule on the board that is reviewed before the material of the lesson begins in
English and Spanish. (7.3)
Provide timing reminders throughout the lesson. Keep to a five-minute and a two-minute
warning so that the students stay on task. Include projecting the digital timer for students (7.3)
When completing the gallery walk and partner work, allow the students to compare their
answers and have intelligent conversations about what and how they got the answer that they
got. (9.3)
Students will receive white boards, graph paper, calculators, and scrap paper and will need to
choose what will work best for them during independent practice. (7.3)

Multiple means of action and expression:

Students will be able to come up to the board to show their work on specific problems to the
class and model/explain their thinking (4.1)
When working on the independent work, allow the students to complete the work that best fits
their needs, which can include writing the answer, using a device to answer or verbally telling
the teacher about their answer and how they got it. (4.2)
Allow for children to use the provided communication device (classmate reader). (4.2)
Allow students to use Intellitools MathPad, Talk and scan calculator, and Intelliswitch and
discover pro to help with access to solving problems on the computer when difficulties arise
using paper and pencil. (4.2)
Use of base ten blocks when solving the area problem (5.2)

Multiple means of Representation:

Display the area numbers and problems on the board. (1.1)
Display the area model set up and shown work as we work through it as a class on the board
(1.2)
Display the multiplication chart, hundreds chart and the key vocabulary terms on the side board
for reference throughout the lesson (1.1)
Provide the student who is identified as ELL with key vocabulary and other terms their native
language as well as any handouts with directions in their native language too. (2.4)
If students are having a hard time, remind them to use the multiplication chart or vocabulary
terms posted to help them. (3.1)
Provide hard copies in addition to what is presented on the smart board (1.3)

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 Provide board maker symbols to go along with written words/ written directions. (1.3)
Read given word problem(s) to the entire class (1.3)

Part 2: Accommodations/Modifications for Specific Students:

Mike

Opening: Mike will need to bring his class reader to the table so that he is prepared when there is a
story problem to read during the lesson and will be given a multiplication chart and a hundreds chart to
help him throughout the lesson.

Guided Practice: All problems will be read aloud during guided practice and Mike will also consistently
have access to his class reader if need be. He and the entire class will be encouraged to refer back to
the hundreds chart and the multiplication chart.

Independent Practice: I will be walking around during independent practice and making sure that any of
the text that Mike does not understand or can not read is read aloud to him either using his class
reader, or I will read the text aloud to him. He will still have access to his own multiplication chart and
hundreds chart.

Jamal

Opening: Jamal will be provided with his talk and scan calculator, intelliswitch and discover pro and
predictable text to speech app

Guided Practice: Continued availability for Assistive technology, which is his talk and scan calculator,
intelliswitch and discover pro and predictable text to speech app.

Independent Practice: Continued availability for Assistive technology, which is his talk and scan
calculator, intelliswitch and discover pro and predictable text to speech app.

Assessments

FORMATIVE ASSESSMENTS
Students will be able to use strategies to represent multiplication of a multi-digit number.

Throughout the lesson, I will be orally questioning the students by asking for examples, asking for proof
of their answers and WHY they know what they got is correct regarding place value and multiplication

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activities in the beginning of the lesson. In order to move to the area models concept, students must
first show mastery of these concepts. Using thumbs up or thumbs down to formatively assess their
knowledge of place value before moving on to the area model, which involves mastery of place value.

Students will also be participating in "think-pair-share" as they work through different sets of problems
throughout the lesson.

Students will also do a gallery walk to see how their arrangement of base ten blocks to fill the area of
paper compares to other classmates with a discussion afterwards about their findings.

Students will be working together and with me as a group on their white boards as we work through an
area model problem. We will do this in sections to be sure the entire class is following along. In order to
gauge this, the students will hold their boards up after an allotted time in order for me to quickly check
their work and address areas of concern in their work before moving on.

They then will work on their own to solve a word problem that requires the use of area model. I will walk
around to assess how well they are completing each step and addressing needed areas of support.

SUMMATIVE ASSESSMENTS
For the summative assessment, students will use the skills learned in this lesson that will help
them complete their Unit 2 Assessment. This test can be offered in both paper format or on the
computer. The results from this assessment will help me to gauge how well they have mastered
this topic and if they are ready to move on to the next unit.
Another option for the students who may choose another option to show their knowledge on the
content learned, like Jamal, would be to create a power point, or some type of project that
shows the area model in use and in a real life situation. This will give the students the option to
showcase their information in a different format and will still guide me in knowing their
knowledge level on the information necessary for this unit before moving to the next unit.

Instructional Methods
OPENING
Introduction:
The lesson will start by gathering the students in the small resource room (room 18). The students will
first be seated at the crescent table that faces the interactive white board. I will tell the students to bring
over their devices and sit at the crescent table. Remind Mike to bring his class reader to the table
with him and have a multiplication chart and hundreds chart printed out for him to use while at
his seat. Students will have the opportunity to sit on a regular chair or on a wiggle seat. Wheelchair
access and space will be provided as well so that Jamal is able to participate at the crescent table with
his peers. I will say, Today we are going to be learning about the area model and how to break apart
numbers into their place value to help us solve multiplication problems. Our schedule for today is as
follows. Point to and review our schedule for the day (multiple means of engagement 7.3) Display the
schedule in Spanish on the board for Mateo.

Anticipatory Set:

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Explain to the class, "Today we are going to practice multiplying larger numbers". Remind the students
that one way to think about multiplication is through the context of area.
Review the concept of area- "length x width". I will ask the students, how do we find the area of an
object? I will accept all answers, as we will address this in the next step of the lesson. Be sure to give
wait time and encourage Daisy to first write down her answer give time for other classmates to
have a turn to share if theyd like.

DURING
Introduce New Knowledge:

Say to the class, "Today we are going to practice multiplying larger numbers using the area
model". Remind the students that one way to think about multiplication is through the
context of area.

Tell the students, Sometimes we have numbers that we want to multiply that are too large to do
in our heads or without a calculator to solve the actual algorithm

Provide students with an example of larger numbers that are difficult to solve the area in their
heads or without a calculator. Draw a rectangle on the board and use numbers that prove the
point that there are numbers where it is too difficult to multiply in our heads. Use a two-digit by
two-digit number (67 x 34) to show this. (Multiple means of representation1.1)

Explain to the students that, when we are faced with problems with numbers that are this big, it
will help to know how to break the number apart by place value.

Using the numbers on the board (67 and 34) have the students work on their own to break down
the number and then share with a partner what their thinking was. Include a board maker
symbol/ picture of students working together at their seats to give a visual reminder for
Mike and Mateo. (Multiple means of expression) Allow Jamal to use his intelliswitch and
discover pro to navigate the computer as well as his predictable text to speech app for
communication needs with his peers. (Action and expression 4.2)

Provide hard copies of the problem written on the board for those who would prefer this format
and on one copy, make sure to provide a short section at the top for directions restated again in
Spanish for Mateo. (Representation 1.3)

Have a volunteer come up and solve the problem on the board to model thinking after the
students have worked independently. Allow Daisy to come to the board and explain her
thinking to the class to keep her engaged.

Ask the student volunteer, Daisy, " What was your process in solving this and what steps did
you take?" Allow Daisy to explain her thinking and fill in any missing details she might miss.

Explain to the class that, we are going to use what we know about area and breaking down
numbers to multiply these two digit numbers but first we are going to use our base ten blocks to
fill this rectangular space which has a width of 67 and a length of 34.

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 Present the worksheet to the students that have the rectangle with the dimensions of 67 and 34
on it. Distribute place value models to students along with resource sheet. Each student should
have at least four flats, 30 rods and 15 units.
Say to the students, Okay boys and girls, now I want you to work independently with your base
ten blocks to fill this area in the best way you think is possible. Be sure to fill the entire space,
but do not go over the space. You must keep only one layer of base ten blocks as well, so no
stacking. After we work independently, we will split up and do a gallery walk around to compare
each of your base ten block arrangements to your classmates. (Action and expression 5.2)
Give the students at least 5 minutes to fill their area. Project the digital timer (Engagement 7.3)
Allow Jamal to use his assistive technology intelliswitch to navigate the computer and to
allow him to use digital base ten blocks to fill the space on his device. Repeat the
directions for Mike as needed. Provide Mateo with directions in his native language.

Allow the students to get up and walk around. Give a picture clue of this for Mateo as well
as, Tell the students, When you are walking around, make sure you are taking a look at
similarities and differences between how you and your peers organized the blocks on the area.
(Engagement 8.3) Project the digital timer (Engagement 7.3) After about 5 minutes, have the
students sit back in their original seats. I will say, after walking around what are some things we
noticed that were similar and also different about how people organized their blocks expect
answers from students about how many ones blocks, tens block and hundreds blocks they
used.

Ask the students, Now that we have seen what others of us have used to fill our space, I want
you to look at your board and count how many ones, tens and hundreds blocks you used to fill
your space, and write it on your paper or on your device. Allow about 3 minutes for the students
to count and record. Have daisy write the number out in expanded form as well as what
that would look like in standard form.

Using the Promethean board, project a chart that has a column for ones, tens, and hundreds
and a final column for standard form of the number. Say to the students, Okay, I am going to go
around the room starting with Daisy, and I want you to tell me the numbers to put in each
column. Have the students each tell you how many ones, tens and hundreds and fill in the
chart accordingly. Allow Jamal to use his predicable text to speech app to help with this
communication part. If necessary, walk over and help him out. Allow Mateo to come up to
the board and write his answer if he is having trouble articulating his answer verbally.

Have a discussion with the students and say, now that we have our results on the chart, we
can see that some people used different amounts of ones, tens and hundreds blocks, and I
want you to put your thumb up if you think we all got the same number in standard form and put
your thumb down if you think we got different answers in standard form. Gauge student
responses to be sure that they understand the place value concept thus far. Which of the
columns could we change to make fewer ones and more bigger blocks? Give enough wait
time and allow Daisy to answer if there are no volunteers.

Model New Skills and Knowledge:

Explain to the students that, there are many strategies that can be used to solve multiplication
problems. The one we will be practicing today is called area model. When using an area
model, each factor in the multiplication problem is used as a dimension of a rectangle. The area

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 of the rectangle is the product or answer of the multiplication problem. Provide these
directions in Spanish in the handout of the numbers being used for Mateo

Explain to the students how to use the area model by giving another set of model numbers such
as 45 and 51. Draw out the box on the Promethean board and show the students how to break
up the sections of the box based on place value. (Representation 1.2) I will say, the number 45
will be written out as 40 above one box and 5 above the other, 51 will be written out as 50
beside one column and 1 for the other. We want to break up the number into the tens and ones
as we did before when we worked with place value. When solving, we want to multiply across
boxes so our 40 will be multiplied to the 50 to get what number Daisy? (Looking for 200 as the
answer) in our first box. Our second box will be 40 x 1 to give us what number Jamal? (Looking
for 40 as the answer) Give plenty of wait time for Jamal to be able to answer. He will be
able to use all three of his high tech AT devices for this; his talk and scan calculator,
intelliswitch and discover pro and predictable text to speech app. Our third box on the next
row down will be 5 x 50, which will give us what answer John? (We are looking for 250 as our
answer). Our final box on the second row will be 5 x 1, which will give us 5. We then want to add
up all of our numbers so we will add 200 + 250 + 40 +5. Which will give us what answer Mike?
(Answer we are looking for from Mike is 495). Right! 495 is the answer. As we can see from our
work together, we solved a large multiplication problem without just plugging the original
algorithm into the calculator.

Guided Practice

After fully modeling the first area model problem, I will provide another example for guided
practice
For this part of the lesson another two- digit by two- digit problem. The numbers will be 24 x 19.
Write the problem on the board first but nothing else, as I want the students to start from only
the numbers and show me they can go through the steps on their own.
Begin by saying, Can I have a volunteer come up to the board to start off my problem? What
are we going to do first once we know our two numbers? Encourage the student who
volunteers to come up, only work through the problem as far as setting up the box for the area
model. Guide the student volunteer to explain why they placed the numbers in the spots that
they did (We are looking for the answer to be focused on place value). If Daisy wants to
volunteer for this, this would be a great time for her to come up as she would be a good
example of how to explain her thinking out loud for this step of the problem.
Choose another volunteer to solve each of the boxes by multiplying. Encourage the students to
refer back to the multiplication chart if they were not sure.
Choose another volunteer to use addition to find the total of all of the numbers in each of the
boxes.
Say to the students, Wow with each of our volunteers help, we were able to solve this problem
as a group! Great Job guys! As we can see from our work and explanations, we first broke up
our problem by place value. We then multiplied across to find the product in each box. We then
added up each of our products to find the total, the overall answer to our original problem of
24x19 to be 456.
Now that I have shown you the steps, and we have worked on a problem together as a class,
Im going to ask that you to work on your own to solve a problem independently.

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Independent Practice:
Hand out white boards, graph paper, calculators, and scrap paper to each student. (Multiple
means of engagement 7.1)
Present the word problem on the Promethean board, in hard copies handed out, and on shared
devices. Read the problem aloud to the students. (Representation 1.3) The problem is: The
circus is coming to Baltimore! The stuffed animal prizes are going to be shipped on a tractor-
trailer. The flat bead of the trailer has a length of 67 and a width of 34. We need your help to
figure out what the total area of space is on the flat bed in order to properly pack up our stuffed
animals.
Say to the students, Using the materials provided to you, your white boards, scrap paper,
calculators and devices if necessary, solve this given word problem to help the circus of
Baltimore. Raise your hand if you need me to come help you with a specific part of the problem,
but the goal is for each of you to do this on your own to see how close you are to mastering the
steps Give the students about 10 minutes to solve the problem on their own walking around to
assist where necessary. Project the digital timer for students reference.(engagement 7.3) If
needed, carry a notebook to jot down some notes as to who is showing they understand this
concept and for those who are not, take note of where they are struggling. Provide Mateo with
a copy in his native language and allow Daisy to work ahead on a more challenging
problem when she finishes that will involve a three digit by two- digit problem. Provide
Mike with his classmate reader to help him if he needs to refer back to the problem and
have it re-read to him again. Allow Jamal to use all three of his high tech AT devices; his
talk and scan calculator, intelliswitch and discover pro and predictable text to speech
app.

CLOSING

Have the students pair up and work together to talk about their answers.(engagement 8.3) Say
to the students, Okay, now that we have finished our independent work, I want us to come
together and pair up with someone else to discuss your work and why you did each step. Pair
Daisy with someone who could use a little bit of guidance as Daisy should be able to
explain her thinking and reinforce the steps for both of them. Make sure that Jamal has
his communication devices to appropriately participate in the closing part of the lesson.
He can be paired with a student who has a fairly good understanding and is showing
they can work well together.
Say to the students, today we learned about area model and how this is a way for us to easily
multiply larger numbers without directly plugging it into the calculator. We explored place value
first in the lesson because we know that having this knowledge is the building block for solving
the area model problem. After speaking with your partners, did anyone have any discrepancies
or difficulties when working through the problem? Anticipate there to be some discrepancies
between student work and be sure to clear up an confusions. Allow Daisy to come up to the
board to show her work and explain her thinking in any step were students are not quite

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 getting the answer exactly. (Representation 1.2) Also anticipate that there may be some
mistakes with adding the products in each box as this can get a bit messy if not set up properly.
Remind the students to always go back and check their work to make sure their answer makes
sense and is logical.
Say to the student, Great job today learning about area model. We have proven through our
word problem that area model is a good method to use when faced with real world situations of
large multiplication. After today I am feeling very confident that you are starting to get the hang
of this and I appreciate how hard you all worked today.

Authors Reflection
Tip: Describe how this artifact demonstrates mastery of the identified standard(s). BE SURE TO
INTEGRATE THE SPECIFIC STANDARDS INTO YOUR RESPONSE. You will find these standards
on the left side of the rubric under the Components & Requirements column or the assignment
description in the syllabus.

How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a
diverse group of students?

Applying the UDL guidelines forces teachers to think and plan for multiple ways to reach each student
in their classroom. (CEC Standard 1 and InTASC Standard 2) Certain students in the classroom may
need different variations of the same information. This does not mean that we immediately assume that
we should lower or change expectations for these students, but that we should instead modify how they
are reaching the common goal/objective of the lesson. (CEC Standard 1 and InTASC Standard 2)
Rather than only teaching lessons to the class as a whole, UDL guidelines encourage us and open the
door to different approaches to learning that are individually specific to each child and their needs.
(CEC Standard 3 and InTASC Standard 3)

Explain why the two students with special needs in your description required additional
supports and provide a rationale for how you made appropriate choices about assistive
technology and augmentative and alternative communication?

One of the students in my class has been identified as having a learning disability. He has trouble with
reading and writing mostly and verbal communication can be a trigger that leads him to angrily lash out
at students and teachers. In this lesson, it was important for me to incorporate times when certain
things would be written for him or even notes to remind myself when to encourage interactions but not
to force them upon him. (InTASC Standard 7) Another student in my classroom has been diagnosed
with Cerebral Palsy. He uses a wheelchair to move around and he has a very hard time speaking and
speaking at a rate of his peers and because of his motor difficulties, he has a very hard time writing and

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drawing. Knowing this, it was important that I allow access to all of the information and work throughout
the lesson through his device. This way, he is able to still complete the activities and the device will also
help to read back some of his work. The supports that were required for the students used in this
lesson allowed the students to complete the tasks and stay on the same level as they were, but with the
proper extra assistance to create equitable opportunities. (CEC Standard 1)

How does this artifact demonstrate your ability to plan instruction for diverse learners,
including English Language Learners and students who are identified as gifted and talented?

This lesson plan meets the needs of all of the learners that are present in the classroom. Each student
comes with different needs in the classroom setting. Simple accommodations such as allowing enough
room, providing directions in another language, or modeling what I am asking of the children, are ways
to address specific student needs and to even supplement for children who may not need it but can
benefit from the accommodations as well. (CEC Standard 7) For gifted and talented student(s), I was
sure to have an extension at the end where the student can work through a more challenging problem
to further their understanding of the concept. We do not want students who are working at a higher
level, to be held back by other classmates, but we want to keep them involved in the classroom
activities and environment. (InTASC Standard 5) It is crucial that as a teacher, we think about every
student at any level and always work to move students forward and progress in their learning. (CEC
Standard 5)

Materials
White boards
Promethean
Calculator
Manipulatives (base ten blocks)
Visuals (area model chart and multiplication chart)
Rectangular shape with an area of on paper
Word problem in hard copy and digital format
Grid paper
Pencil and paper
Digital timer
Base ten blocks
Translated directions and any information needed to solve the problem
Device and assistive technology for certain students

Authors Reflection

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Tip: On UDL Exchange, this reflection section is under the Materials part. Be sure to answer the
questions identified below and NOT the questions identified on UDL Exchange. Type in your responses
below each of the three questions.
Tip: Describe how the knowledge, skills, and dispositions learned from completing this artifact have a
positive impact on student learning. BE SURE TO INTEGRATE THE SPECIFIC STANDARDS INTO
YOUR RESPONSE. You will find these standards on the left side of the rubric under the
Components & Requirements column or the assignment description in the syllabus.

Explain how your ability to meet the needs of diverse learners has developed.

Through the two years of being in the Early Childhood/Special Education program, I have learned a
tremendous amount and have gathered a great deal of useful strategies to help me meet the needs of
diverse learners. From the beginning of our time in the program at Towson, we were introduced to the
UDL template and the UDL framework that has been the guiding force of all of our lessons. We have
learned that there are three main guidelines included in the UDL framework and each of those three
principles are broken down into several check points. (CEC Standard 1) These principles are the
guidelines that I have become familiar with when planning my lessons. They help me address each of
my students needs. In both of the classroom settings that I have been in through this program, my
students have shown that they are all very different learners. It is my responsibility to meet their
educational needs in order to help them grow. Referring to the UDL guidelines has helped me with
ideas and ways to better help my students. (CEC 5; InTASC7,8) It is wonderful to see how our new
knowledge is carrying over successfully into the classroom when we follow through with these
strategies.

How does this positively impact student learning?

Having new knowledge on how to help meet each student's needs helps me to be more prepared as a
teacher each year. Every single year that new students walk in the classroom door, they each have
some differences when it comes to learning styles and what they need to succeed. It is important to
know that instruction is not a cookie cutter plan and that it is crucial to use all resources possible to help
a student succeed. In this particular lesson, some of the students may not be able to access the
materials that are provided to the class as a whole, so having access to ideas and knowing what other
ways I can allow this child access to the same information is imperative to his/her success. (CEC
Standard 1) The more that I and other teachers can make education more equitable, the more learning
will take place and the more success the students will have.

How will you use the knowledge and skills developed in this class in your future teaching?

I have so many more resources that I am aware of and knowing specific websites that we have been
introduced to, has opened up so many options for me to use in my teaching now and in the future with
students of all needs. (CEC Standard 1) I will always be able to use these resources to look back on
when I have students that may need a little bit of extra support. I think the biggest thing for me has
been realizing how all of these supports from the UDL framework and resources that have been

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provided for us through our program at Towson, can help ALL students learn and grow. Specifically
with UDL however, I feel more confidant that I not only know about UDL and its principles, but how to
apply them in the classroom with students who can really benefit and show progress when they are
provided with what they need to succeed. From the endless technology options out there, I feel as
though I am able to appropriately choose assistive technology for both high incidence disabilities and
low incidence disabilities students in order to allow these students the opportunity to stay on pace with
their peers. (CEC standard 5)

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The SETT Framework
Student Environment
Physical Environment: Expectations:
Lesson will be taught
in the resource room
Student: Mike
There are a total of
four tables for group
General Information/
Interests:
work in the classroom
There are windows on
Because Mike seems
either side of the room
to be good at math,
and a wall of cabinets
some potential
interests might be in
on one side
There is a teacher
building, problem
desk in the back left
WHAT WE KNOW
solving, science and
corner of the room
other topics related to
and incorporating Instructional Environment:
math. The classroom will
Student Strengths: have an interactive
When material is read
white board
to him, he can answer Each student will have
questions with a high access to a personal
degree of accuracy device
Mike demonstrates the Wiggle seats are
ability to describe available for students
scenes, give who cannot sit still
directions, and explain Objective as well as
steps. the schedule is posted
on the board for
Student Needs: reference
Having material read There will be a
multiplication chart
to him
available and
Repeated directions
important vocabulary
for this lesson defined
on the board
Task Tools
Share responses
Look at other students
work and compare to
their own work
Use technology
provided to show
knowledge of place
value
Use technology
provided to solve the
Tip: Use the mATchup Tool to
area model as
identify AT that align with the
modeled for students students need and the content
Use technology to set area of your lesson
up area model (http://cte.jhu.edu/matchup/)
problems and solve Low Tech AT:
(every child will be Board maker symbols
encouraged to use a for written directions or
calculator when information presented
solving the addition Base ten blocks
part) High Tech AT:
Write (or use a device) Classmate Reader
to show how the
manipulatives translate
to written numbers in
place value and
demonstrate
knowledge of
regrouping
Properly use his
classmate reader in
situations when he
needs to read
 Base ten blocks are directions or story
available and problems.
encouraged to use to
help understand place
value and area before
working with the area
model

Access Issues:
Difficulty reading aloud
in class or responding
verbally to written
direction
Student: Jamal Physical Environment:
Lesson will be taught
General Information/ in the resource room
Interests: There are a total of
Loves photos, stories, four tables for group
and websites devoted work in the classroom
to mobile weapons There are windows on
Expert on military either side of the room
tanks and submarines and a wall of cabinets
Science and social on one side
studies particularly There is a teacher
engage him desk in the back left
Student Strengths: corner of the room
Enthusiastic
Successful using his Instructional Environment:
computer with an The classroom will
expanded keyboard. have an interactive
Good strategic skills white board
Student Needs: (Promethean board)
Speaks very slowly Each student will have
His speech is often access to a personal
unintelligible device if necessary but
Has a hard time only used for those
Expectations: Tip: Use the mATchup Tool to
Share responses identify AT that align with the
Look at other students students need and the content
work and compare to area of your lesson
their own work (http://cte.jhu.edu/matchup/)
Use technology Low Tech AT:
provided to show Board maker symbols
knowledge of place to go along with written
value directions
Use technology Verbal and concrete
provided to solve the reinforcements
area model as throughout the lesson
modeled for them Base ten blocks
Use technology to set High Tech AT:
up area model Talk and scan
problems and solve calculator
(every child will be Intelliswitch and
encouraged to use a discover pro to help
calculator when use the computer
solving the addition when working with
part) intellitools mathpad
Write (or use a device) Predictable text to
to show how the speech app for
keeping up with the
pace of the class and
needs
who are unable to manipulatives translate communication needs
access given materials to written numbers in
Wiggle seats are place value and
available for students demonstrate
who can not sit still knowledge of
Objective as well as regrouping
the schedule is posted
on the board for
reference
There will be a
multiplication chart
available and
important vocabulary
for this lesson defined
on the board
Base ten blocks are
available and
encouraged to use to
help understand place
value and area before
working with the area
model

Access Issues:
Communicating
responses to
academic work
Communicating with
the peers at his table
group
Communicating with
his classroom teacher
Difficulty
communicating
responses to
academic work