Universal Design for Learning Lesson Plan Kindergarten – Mathematics EDEL 515 California State University, Fullerton By Peggy Choi

Common Core State Standards K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4a - When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.4b - Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Standards for Mathematical Practice MP.2 – Reason abstractly and quantitatively. Students represent quantities with numerals. MP.3 – Construct viable arguments and critique the reasoning of others. Students reason about other students’ way of counting fingers or a scattered set of objects, the former by comparing the fingers counted and the order counted or the latter by comparing counting paths through a set of up to 10 scattered objects. MP.7 – Look for and make use of structure. Students use the 5-group to reason about numbers within 10.

Working with numbers 9-10 in different configurations Topic Working with numbers 9-10 in different configurations Lesson Objectives Count 10 objects in linear and array-configurations (5 and 5). Match with numeral 10. Place on the 5-group dot mat. Dialogue about 9 and 10 on the mat. Write numeral 10. Materials Bag of pony beads (5 red and 5 white per student) pipe cleaner or lanyard for bracelet 5-group mat white board and dry erase markers

Begin the lesson with a few warm up activities Multiple Means of Representation Present the information in context in different ways to all learners. Begin the lesson with a few warm up activities Student work in pairs. One student chooses a number from 1 to 10; the other student selects a movement or exercise to do that number of times. Students should switch roles after each number to alternate task. Repeat with different numbers and movements. For Example: Student A: The number is 4. Student B: Clap hands. Conduct another activity where students work in pairs. One student decides on the number of fingers to put up, the other student counts and writes the number of fingers on their white boards. Students should switch roles after each number to alternate tasks. Repeat task with different numbers. Build a wall! Students will draw a row of 10 bricks. They will start building their wall by drawing a row of 5 bricks on top of each other. Challenge some to draw a bigger wall. How many bricks did you draw? Using the personal white boards allows students to provide immediate feedback—a thumbs up, or try again. Reinforce proper numeral formation as well. Challenge early finishers by asking what if questions. For example, “What if there were 2 more fingers? What if 1 disappeared?”

Multiple Means of Engagement Stimulate interest and motivation for learning Have students take 5 red beads from their bag, and put them onto the 5-group mat. Take 5 white beads from their bag, and put them onto the mat. Ask how many beads they have. Students should say 10. Have students turn their mats around so that their rows now become columns. Ask how many beads? Students should say 10. Take your red beads and make a row on your desk. How many red beads? (5) Ask students to make another row with your white beads underneath your first row. Ask students if they still have 10 beads? How do they know? (Allow time for discussion). Help students to line up the rows carefully so they will be prepared to draw fairly accurate rows for the following activity. Ask students to move red beads so they make a column. Now, make a column with your white beads next to it. Ask students what they noticed? (Encourage students to notice that there are now 5 rows of 2. How many beads? Students should say 10. Tell students we are going to make bracelets to celebrate the number 10! Take your 5 red beads, and put them onto the pipe cleaner. (Demonstrate). How many are left on your desk? Students should say 5. Have students put 5 white beads on the bracelet and close it and push all the beads all together on the bracelet. How many beads are in the row? Students should say 10. Ask students what happens if we move one bead to the other side of your bracelet. (Demonstrate). Ask students what happens if we separate the red and white beads into groups on our bracelet? Show your bracelet to your partner. Allow time for comparison and discussion. Have students write the number that shows how many beads are on your bracelet. Students should write the number 10.

Math block will look something like this: Multiple means of Action and Expression Differentiate the ways that students can express what they know Students will complete Problem Set #26 independently with assistance for activity’s directions. After the students complete this activity independently, the group will debrief and discuss the results. Debrief is intended to invite reflection and active processing of the total lesson experience. Math lessons are best done in small guided groups, just like with reading. As ½ the class is working with the teacher and the aide on this activity, the rest of the class will demonstrate their knowledge on the computer/laptops/iPad/iPod from http://illuminations.nctm.org/ActivityDetail.aspx?ID=75. This is a ten frame activity to help develop counting and addition skills. Each group will rotate to work with the teacher/aide use technology to express their understanding of the content. Math block will look something like this: Groups First Second Third Fourth Group 1 Teacher Activity Technology Aide Group 2 Group 3 Group 4

Reflection Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. This lessen began with a few warm up activities. Multiple means of representation was demonstrated to all learners by providing the same information through different modalities such as vision, hearing, and physical response. Such multiple representations not only ensure that information is accessible to learners with particular sensory and perceptual disabilities, but also easier to access and comprehend for younger learners as well. Multiple means of engagement was demonstrated to all learners when they were given the opportunity to visualize movement of parts and creating their own beads. The instructional activity was interesting, engaging, and meaningful. Multiple means of action and expression was demonstrated to all learners through various tasks for this lesson. After many engaging activities for this lesson, students were expected to work independently and debrief with their group to demonstrate and express their knowledge. From the rotations, students are also given the opportunity to use technology as part of their daily lesson, where they can engage in interactive activities to demonstrate their content knowledge.