CEP 452: Lesson Plan

Section 1: The Plan

See the CEP 452 Lesson Plan Guidelines for detailed information.
LESSON OVERVIEW
Title: Multiplication Booklet
Author: Sarah Melnik
Subject: Math
Grade Level: 3rd
Duration: 1 hour
Unit Description: Multiplication
Lesson Goals: Students will be able to understand that products are the number of
objects in groups of objects.
Common Core Standards: CCSS.Math.Content.3.OA.A.1 Interpret products of whole
numbers.
Big Ideas: The product in a multiplication equation can be demonstrated by the
number of objects in groups of objects.
Barriers:
For students with limited fine motor skills, they could be presented with a pencil
grip, a larger booklet for writing on, iPad or other technology device. The
accommodations made will depend on students abilities but these are some options
available.
Visual Impairments: These students will be provided with overhead copies at their
desk, I will verbalize all instructions and math problems given, materials printed in
braille, or audio version of lesson as needed.
METHOD
Anticipatory Set: Students will review multiplication by playing a game called skip
counting. The students will stand in a circle and we will go around the circle by skip
counting for numbers 2 through 5 for the products up to 12 (ex 2x12 and 5x12).
Students will be told the goals of this lesson and will be reminded that skip counting
that they just did is a multiplication strategy used to find products. The teacher will
also tell students that we are going to solve 26 multiplication problems today.
Doesnt that sound like a lot?! We will see that using our multiplication methods,
solving these problems can be easy and fast
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.
Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

Introduce and Model New Knowledge: We are going to go over four different ways to
find the products of certain numbers. These different ways are: An array that shows
equal groups in rows or columns, a grid, skip counting, and repeated addition. The
teacher will be writing using the ELMO and the students will follow along at their
desk. The problems used for these methods are 3x4, 7x8, and 5x9.
Provide Guided Practice: We are going to make our flipbooks together. I will hand
out the flipbooks to each student and I will have one at the ELMO. The students will
be solving 8 different math problems (2 for each method) at their tables and then
together as a class.
Students can use whichever colors or writing tools they prefer to use. The
option for making the flipbook on a computer will be available for the
students with limited fine motor skills.
Provide Independent Practice: I will put fifteen problems on the board and students
will solve 10 of the problems using the 4 methods given. They must use each method
twice and two methods three times. Students will use their flipbooks as a guide to
remember which methods to use.
WRAP UP
Discussion: I will ask the students these questions:
Which method is the easiest?
Hardest?
When might you use each method? What method would you use to solve a
word problem?
ASSESSMENT
Formative, Ongoing Assessment: During the independent practice, I will pull popsicle
sticks with students names on them to call on students to share how they solved
each problem.
Summative Assessment: I will give the students 4 story problems and they will use
the methods above to solve the multiplication problems. No flipbooks used during
this assessment.
MATERIALS

Paper provided for flipbooks

Coloring utensils
Blank paper to engage in introduction of new methods
Lined paper (lined paper with larger lines for students with visual and limited
motor skills)

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.

Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

CEP 452
Lesson Plan
Section 2: The UDL Elements
Engagement

Which checkpoint did you incorporate?

How and why?

Students will be able to choose from
Checkpoint 7.1 Optimize individual
15 math problems to solve 10 of
choice and autonomy
them. They will also be able to choose
how their flipbook will look along
with how they will answer the four
problems in the assessment.
Checkpoint 8.3 Foster collaboration and Students will collaborate with their
tables to solve 8 math problems. They
communication
will communicate with their group
members during this activity and
they will communicate with the class
when we solve the problems
together.
During the anticipatory set, the
Checkpoint 9.1 Promote expectations
teacher tells the students that they
and beliefs that optimize motivation
will be solving 26 multiplication sets
during this lesson. That shows
students what they will be expected
to do today but it will increase their
motivation because the teacher tells
them it can be easy and fast.

Representation
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.
Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

Which checkpoint did you incorporate?

Checkpoint 1.2 Offer alternatives for

auditory information

Checkpoint 2.1 Clarify vocabulary and

symbols

Checkpoint 3.4 Maximize transfer and

generalization

How and why?

For students with visual
impairments, there is the option for
the teacher to vocally explain
everything that is being written down
or read on the board or to have the
information pre-recorded to be
listened to in class or at a later time.
During the modeling of new
information, the teacher will clarify
all vocabulary used in this portion of
the lesson (array, grid, skip counting,
repeated addition). I chose this
checkpoint because I think that it can
be overwhelming when students see
new vocabulary listed. Clarifying the
vocabulary can help ease the
transition into what the students will
be doing in this lesson.
Maximizing transfer and
generalization will occur when
students follow model of new
information, then use the same
information to put into their flip
books, then the students will use
their flip books to answer math
problems, and then they will use all of
the information learned in this lesson
to answer assessment word
problems.

Action and Expression

Which checkpoint did you incorporate?

How and why?

Students will be told the goals of this
lesson during the anticipatory set to
guide students along in this lesson.
They should know what they are
going to learn so they can understand
what the end goal will be.
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.
Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

Checkpoint 6.1 Guide appropriate goalsetting

Checkpoint 4.1 Vary the methods for

response and navigation

Checkpoint 4.2 Optimize access to

tools and assistive technologies

After the independent practice

students will have the option of
telling the teacher how they showed
the problem, solving the problem on
the board, or showing the teacher
how they solved the problem and the
teacher will write it on the board.
This allows for students to have an
option for response.
For students with limited fine motor
skills and visual impairments, there
will be options for assistive
technology or other tools needed to
be successful in this lesson. Examples
of these tools are pencil grips, iPads
or other technology devices used to
listen to lesson or to write out each
problem.

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.

Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

CEP 452: Lesson Plan

Section 3: Other UDL Ideas

Engagement

Activity
Visual flipbook

Checklist

Self-assessment

How would this help students meet

the goal?
The students could create their
flipbook however they choose. It
could be a visual flipbook and the
students take pictures with an iPad
or other technology device and then
use that photo album as their
flipbook. This would accomplish the
goal of engagement by engaging
students with the material in a
different format.
This checklist would help students to
stay engaged during the lesson and
keep them on task. They would be
able to accomplish the goals of the
lesson by completing each activity on
the checklist. This would minimize
distractions and keep students
engaged since they would be
following a checklist.
After the assessment, the students
could grade their own assessments.
This would show the students what
they got wrong and show how they
could have solved the problem. This
would help students meet the goal of
engagement by engaging with the
material another time and seeing the
correct answer to fix their mistakes.

Representation
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.
Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

Activity
PowerPoint presentation following the
lesson

Using pennies or other physical

representation

Touch equivalents

How would this help students meet

the goal?
Students would follow the teachers
model and follow a PowerPoint
presentation for another visual
representation of the information.
This would give the students
alternative sources to see the
material. Could also be helpful for the
students with a visual impairment in
Text to Speech mode.
To group objects to count them for
multiplication, students could use
pennies or cotton balls, etc to
physically be able to see the
information. This could also be
helpful for students with limited fine
motor skills and are unable to
write/draw.
For all parts of this lesson where the
students are writing, offering touch
equivalents would offer tactile
components to create a visual of the
information. This would offer
another way of representing the
information instead of the paper and
pencil method.

Action and Expression

Activity

How would this help students meet

the goal?
Dice with four multiplication methods on it
When students are doing the
independent practice portion of the
lesson, they would roll the dice to
determine how they would solve the
problem. This would vary the
methods of response and it would be
a way for students to express what
Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.
Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/

Planning activity

Presentations

they know.
Working with students to plan how
they will meet the goals will help
students become strategic in their
learning. They will be able to see how
they need to accomplish their goals
and will go through obstacles to
accomplish this. Students will
complete the lesson in a way that
they choose to do.
Students will present their flipbooks
after they have created them
demonstrating how they solved the
problems and how they created the
book itself.

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/.

Lesson adapted from http://lessonplanspage.com/grades-2-3-multiplication-flipbooks/