Section 2: The UDL Elements

Engagement
Which checkpoint did you
incorporate?
8.2 Vary demands and
resources to optimize
challenge

7.3 Minimize threats and

distractions

8.4 Increase mastery

oriented feedback.

How and why?

During the summative assessment, students must
demonstrate their knowledge through three main
activities. They must write their name using graph paper,
draw a rectangle on graph paper that has the same area
as their name that they drew, and then write an
explanation for how they came up with the same
answer. This offers the opportunity for a demonstration
of knowledge through several different means, and also
requires a deep understanding of the concept of area to
make sure it is still challenging.
This checkpoint was utilized during the ongoing
formative assessment. Students answer the question
posed all together as a class. This way, they are not
singled out and are not embarrassed if they give the
answer wrong or do not know the answer.
A formative assessment is given throughout the course
of the lessonduring guided practice and independent
practice. At the end of the lesson, the wrap up concludes
the lesson by asking questions that match up with the
initial goals of the lesson. This way, students can be
given real-time feedback that is relevant to the goals of
the lesson.
Representation

Which checkpoint did you

How and why?
incorporate?
2.5 Illustrate through multiple In the anticipatory set, the teacher will show several
media
images that demonstrate the area of a space. If students
are unfamiliar with one of the images, there will be
others to provide examples to them.
2.1 Clarify vocabulary and
The definition of area will be introduced to the students
symbols
before the lesson is taught. It will be taught using words,
pictures and hands on activities. Students will need the
definition of area before the lesson can proceed.
3.1 Activate or supply
Since this lesson continues off a previous lesson
background knowledge
teaching perimeter, the teacher will use the definition of
perimeter to teach the concept of area. The background

knowledge will be activated using pictures to

demonstrate it and remind them of the previous lesson.

Action and Expression

Which checkpoint did you

How and why?
incorporate?
5.2 Use multiple tools for
Students use building blocks and Cheez Its during this
construction and composition lesson to learn the concept of area. They then get to use
graph paper and colored pencils to represent area on
their own. The tools for construction are varied for
students to gain a better understanding and if they dont
understand one method of composition, perhaps they
will understand the second method.
4.2 Optimize access to tools This lesson requires calculation during the independent
and assistive technologies
practice portion. Students will have access to a calculator
if necessary to eliminate the barrier that not memorizing
basic math facts would create during this lesson.
5.3 Build fluencies with
The lesson progresses from modeling the new
graduated levels of support
knowledge to guided practice to independent practice to
for practice and performance. an assessment. Students have the opportunity to soak in
new information and then eventually demonstrate their
knowledge independently through a scaffolded design.