UDL Lesson Analysis

Sarah Schuller
Special Topics in Instructional Technology

I. Description

The lesson plan for Unit 1, numbers, and lesson 1D, rational numbers, is a three-day
lesson that teaches students to understand that rational numbers are distinct points
on a number line, how to find and position rational numbers on a horizontal or
vertical number line, and how to compare and order a set of rational numbers in
mathematical or real-world contexts. This lesson is aligned to the common core state
standard 6.NS.C.6- “Understand a rational number as a point on the number line.
Extend number line diagrams and coordinate axes familiar from previous grades to
represent points on the line and in the plane with negative number coordinates.” In
grade 5 students acquired prior knowledge of perpendicular number lines to define
the coordinate system. They also use ordered pairs to locate points in quadrant I and
expressed zero as the origin.

I selected this lesson because I realized that I was not addressing the whole standard
and therefore need to revise the lesson while infusing more opportunities for UDL. In
addition, this lesson needs revisions of the current imbedded UDL principles due to
my growth of knowledge and understanding of the UDL principles, for my new set of
learners and their unique needs and based upon the reflective feedback from prior
years.

II. UDL Principles

Current supports of the UDL Principles can be viewed with in the plan, specifically the
highlighted column. A list of the checkpoints is linked as well for reference.

This lesson’s strengths related to the UDL principles lie mostly in the areas of multiple
means of representation and multiple means of action and expression. Specifically,
students are given several opportunities to express mathematical language,
expressions, and symbols fluently using vocabulary, syntax, structure, and having
decoded mathematical notations and text. In addition, students, were given options
for expression and communication in which many tools aided in the construction and
composition of their understanding which could then be communicated digitally if
desired. Similarly, the way in which students viewed material was through customized
views and therefore, the avenues through which students accessed information was
 diversified. Finally, student choice was a focal point of many days as students
engaged in material they found particularly interesting and at their learning level.
Conversely, in this lesson, students were not given as many opportunities to exercise
executive functions, self-regulate, and comprehend through other lenses. Students
did not set goals nor support them through planning, managing and progress
monitoring in any of their tasks. Likewise, students had no expectations set to achieve
so motivation could be low. Finally, other methods of representing rational numbers
did not feature patterns, or relationships or the processing, visualization or
manipulations of such numbers.

III. Improvements
A. Multiple means of representation

The outcome I hope for my students to achieve in multiple means of

representation is that by providing more options of comprehension, students will
be able to order and compare rational numbers on number lines and coordinate
planes with efficiency and accuracy. I recall as a novice teacher, my mentor
teacher telling me that the longer I taught, the better I would become at
explaining concepts from different angles, but that skill only came with more time
in the classroom. That experience reminds me that I cannot wait for the
opportunity to instruct in multiple ways but to always explain and reason using a
variety of tools and concepts. For example, I can have students notice that when
organizing fractions patterns such that the numerators increase the closer they
get to the next consecutive whole number, no matter how many parts you split
those whole numbers into (Checkpoint 3.2). But I can illustrate the same point by
having students recognize relationships between fractions and equivalent
decimals and view the same number line as decimals. Similarly, I can have my
students visualize a horizontal and vertical number line overlapping to create the
coordinate plane (Checkpoint 3.3).

B. Multiple means of action and expression

I want my students to become more independent learners and thinkers and a

significant factor in that desire is to have students perform executive functions
frequently if not daily. Following the pre-assessment and having been issued the
feedback and data, students should have made goals for themselves centered
around comparing, ordering and plotting rational numbers. Students may opt to
use a SMART goals template to support planning while identifying resources,
setting time and date checkpoints, and considering alternate pathways for
success. Students will monitor these goals through revisions of assignments and
recording of grades.

C. Multiple means of engagement

 The outcome of engagement in this lesson plan that I hope student to achieve is
greater opportunities for sustaining effort and persistence. I can heighten the
salience of goals and objectives using student interviews around their SMART
goals and those that I make for them. In addition, varying the demands and
resources that optimize challenges can be executed through the variation of tools
(ie. a calculator vs. a multiplication chart) and an emphasis on revised work rather
than completed work. With that, mastery-oriented feedback is more meaningful
having the students seen the process to achieve success on an assignment as they
reflect and look back on their revisions and appreciate the different methods and
tools it took to answer the same or similar assessment questions. All of this will be
done in a community of learners who are like minded, have distinct group roles
and know when and how to ask for help. This will look something like
collaborative study groups from AVID.

IV. Checkpoints and Technologies

The guideline which I intend to improve upon is Options for comprehension. I chose
this guideline because ordering, comparing and plotting rational numbers is an
extremely complex for some students and therefore, by proving different avenues to
achieve understanding, students should meet goals, objectives and standards with
greater success.

Below is a table of the checkpoints and possible technology that support them.
Checkpoint Description Technology Intention
3.1 Activate or supply KWL charts Students will complete the KWL chart around
background Real world connections rational numbers and then watch the real-
knowledge world connections video to review equivalent
fractions and decimals in an authentic setting.
Students may then choose to add to their KWL
the learned information or may now recall
more information or have more questions too.
3.2 Highlight patters, Graphic organizers on Students will use Canva to create/ view a
critical features, Canva graphic organizer or infographic on the
big ideas and processes of ordering and comparing rational
relationships numbers using a number line. Students can
also create/view an organizer on the
similarities and differences of number lines
and coordinate planes.
3.3 Guide information Virtual manipulatives Students can use the virtual manipulatives to
processing, Digital numberlines better understand equivalent fractions and
visualization and decimals. Students can then create digital
manipulation number lines while visualizing the numbers as
 dates, time or events creating a cross
curricular connection.
3.4 Maximize transfer Mind maps Students can use mind maps to relate
and generalization Real world connections concepts to prior knowledge (ie. integers,
graphing in quadrant I, etc.). Students will use
real world connections video and activity
about vision to experience both positive and
negative rational numbers while expressing
them in real world contents (ie. a prescription
of -0.5 vs. -2.5 is better because -0.5 is closer
to zero on a number line.)