Universal Design for Learning

Roni Ramos
(High and Low tech UDL lesson Plans)
What is UDL?
According to CAST, UDL is an educational framework based on research in
the learning sciences, including cognitive neuroscience that guides the
development of flexible learning environments that can accommodate
individual learning differences.
UDL address student variability, which is simply the way that students learn.
All students are unique and therefore learn differently. UDL is a Framework
that allows teachers to not only teach to the average student, but to the
above and below average.
UDL focus on the 3 major brain networks:

What is the role of technology in Universal Design for learning?

As the goal of UDL is to meet the different needs of diverse learners,

technological tools can provide support as well as strategies, however the

focus should not be on the actual technology but on the practice, content,
and pedagogy (TPACK)
How can technology enhance the learning and teaching for the
widest array of users?
Technology has always had its place in the classroom; technology can
modify and redefine teaching and learning if used correctly. Although
we have 21st century learners in our classrooms it is important to
understand that UDL practices can be implemented without it.
Can UDL be implemented without technology-based resources?
YES, UDL is about the practice (pedagogy). You can implement UDL without
technology via, project based learning, student choice, small group lessons,
questioning techniques, differentiate activities, and collaborative work.
Is there a divide between how students are using technology to
access and use personal or recreation based materials vs. school
related
materials?
There is a divide based on access, training and knowledge. Classroom use of
technology is based on teacher knowledge, comfort level, and expertise.
As the curriculum has adapt to UDL, I am seeing new UDL software being
purchased, as well as textbooks, and PD being offered.
What specific strategies and skills or instruction do students need in
order to ensure the widest access and use of their course-related
materials?
Students need teachers who are trained and knowledgeable of not only
content but also strategies. Students need choice, and motivation.
What roles does technology play in the day-to-day life of students in
their academic career?
In my school students in grades 3-5 have access to Chrome books on a daily
bases. They are taught basic skills that they will later use.
What role might technology play in their future life?
Technology is a gateway to innovation. Technology is one of many ways for
students to build upon
Practically speaking, how will you incorporate technology in your
UDL-related instruction? Include commentary on the technology
tools and resources that you have access to (and know how to
use).
There are so many recourses offered that are technological and non
technological. To start off I would visit one of the many sites below:

UDL Connect
www.community.udlcenter.org

UDL Principles & Practice VIDEO: Dr. David Rose, Director

& Founder of CAST
http://www.youtube.com/watch?v=bDvKnY0g6e4

UDL Guidelines
http://www.udlcenter.org/sites/udlcenter.org/files/updateg
uidelines2_0.pdf

The Monkey Business Illusion VIDEO

http://www.youtube.com/watch?v=IGQmdoK_ZfY

UDL Wheel
http://udlwheel.mdonlinegrants.org/
http://www.udlcenter.org/sites/udlcenter.org/files/UDL
%20DIY%20Figure.pdf
What UDL Is
http://www.udlcenter.org/aboutudl/whatisudl

UDL Guidelines
http://www.udlcenter.org/sites/udlcenter.org/files/updateg
uidelines2_0.pdf

Systematic Learner Variability VIDEO

http://udlseries.udlcenter.org/categories/explore.html

Guidelines Examples & Implementation (National

Center on UDL)
http://www.udlcenter.org/implementation/examples
Glee! Imagine VIDEO
http://www.youtube.com/watch?v=cSlGocYJ2Dk

CAST UDL Exchange

http://udlexchange.cast.org/home
(Create lessons for Learning Variability)
CAST BookBuilder
http://bookbuilder.cast.org/
( Students or Teachers create their own books)
CAST UDL Studio
http://udlstudio.cast.org/
UDLinks iPhone App
https://itunes.apple.com/us/app/udlinks/id454517781?
mt=8
(Create by the State of Maryland)
(Technology to support Instruction in Maryland)
http://media.msde.state.md.us/2010/MPT/INSPIRE.mov
Maryland Learning Links mATch Up
http://marylandlearninglinks.org/3815
(Access for Learning for ALL students once you have
create your lessons)

Voki
Speech Impaired Students(create and customize your
speaking characters to express yourself)
http://www.voki.com/pickup.php?
scid=6319697&height=267&width=200
VoiceThread
( students presentation through a digital library)
http://voicethread.com/about/library/category/mathema
tics/

Lesson Plan #1
(Low Tech)

Rounding Whole
Numbers
UDL Components
Representation is present in the activity through word
wall, use of base ten blocks
Expression is present in the activity through the use of
options to demonstrate mathematical understanding.
Engagement is present in the activity through the use
of a task that allows for active participation and
exploration.

Objective: Students will use place value understanding to round numbers

and add multi-digit numbers.
Essential Questions:
How can rounding help me find an appropriate estimate?
How can estimation assist me with computation?
How can rounding and estimation be used in the real world?
How can place value-understanding assist with computation?

Standards:
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.
4.NBT.3 Use place value understanding to round multi-digit whole numbers
to any place.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the
standard algorithm.
Mathematical Practice:
1- Make sense of problems persevere in solving them
4 Model with mathematics
6 Attend to precision
7 Look for and make use of structure
Materials and Resources Needed:
Base ten blocks, grid paper
Thinking Sheets 1 and 2,
Choice menu
Engagement
Teacher will show the number 572 using 5 hundreds blocks, 7 tens rods and
2 ones cubes.
Teacher will ask students:
What number the base ten blocks represent?
How many different ways can you build the number 572 with the base ten
blocks?
(responses will vary)
Students will work in pairs or groups of no more than 4 and use base ten
blocks to build the number.
Teacher will ask and display the different answers that students created. (Ex.
4 hundreds, 17 tens, and 2 ones or 5 hundreds 6 tens, and 12 ones)
Students working to represent 572 in different ways will support their
understanding of how a digits place can be regrouped; the number will have
the same value.
Guiding questions to ask students who are having difficulty:
How many ten rods are needed to make a hundred?
How can you make 100 without using a hundreds flat?
How can you make 10 without using a tens rod?
If I have 12 tens, what number does that represent?
How many tens rods are needed to represent 170?
Questions for early finishers:
What if you had no hundreds flats? How could you make 572?
Can you make 572 using only 8 base-ten blocks? Why or why not?
Whats the least number of base-ten blocks you can use to make 572?
Whats the greatest number of base-ten blocks you can use to make 572?

Exploration
Represent the number 1,247 using base ten blocks, pictures, standard form
or expanded form.
**Allow students to choose the way they are most comfortable.**
Ask students to find two 3-digit numbers that will equal 1,247 using Think
Sheet #1 (see attached). Students should estimate so that they can
determine two numbers that would add up to 1,247. In the Numbers box,
students should write the algorithm showing two 3-digit numbers that equal
1,247. In the Explanation box, students need to explain how rounding
helped them decide on two numbers that add up to 1,247.
Think Sheet #1
We know 1,247 is close to ____________.
We can add _________ + __________ to get to _________.
Numbers Explanation
How did rounding help you determine which two numbers to
choose?
Possible questions to ask students as students are working:
What place can we round 1,247?
What thousand is 1,247 closer to?
What hundred is 1,247 close to?
What did you round 1,247 to?
How can your estimate help you find two numbers that will equal
1,247?
How can you decompose the ones, tens, hundreds and thousands?
Make a 3-digit number using the base ten blocks. What do you
need to add to get to1,247?
Early Finishers:
Challenge students who completed the task early to find two more numbers
that will add up to 1,247, or have them find 3 numbers that add up to 1,247.
As students complete the task they are they are using models to
represent numbers.

Students are also looking at the structure of place value and the
number system in order to estimate and add multi-digit numbers
using the standard algorithm.
Lesson Notes:
Based upon knowledge of your students, determine whether they will work in
pairs or in small groups (no more than 4). Students will be grouped based on
pre-assessment data.
UDL strategies will be incorporated throughout the lesson to
support all students in the acquisition of estimating and adding
multi-digit numbers using the standard algorithm.
Explanation
Have at least two students share their Think Sheet and explain how they
chose their numbers. As students speak, make sure students are using the
following vocabulary; place, value, digit, addend, sum, hundreds, tens, ones,
estimate, regroup, rounded. (make sure that vocabulary terms are posted for
students to refer too)
Open Ended Questions (Think-Pair-Share)
How did estimating help you choose your numbers?
Why did you choose those numbers?
Which places needed to be regrouped?
If I changed the tens digit in your first addend to _______, how will the second
addend change?
If I changed the hundreds digit in your first addend to ________, how will the
second addend change?
What do you notice about your addends?
If the ones digit in either addend were a 9, what would the other ones digit
have to be? How do you know?
Elaboration
Students will work in pairs and choose three activities from the Choice Menu
(see attached). Menu can be posted on large chart paper or up on visualizer.
Choice Menu directions: There are numbers missing from the equations
below. Choose any two equations and find what the missing numbers might
be. Use Think Sheet #2 to show your work.

Think Sheet #2
We know _________ is close to ____________.
We can add _________ + __________ to get to _________.
Numbers Explanation
How did rounding help you determine which two numbers to choose?

Differentiated Lesson Model

Flexible grouping model based upon student needs and/or teacher
observation.
Group 1
(Teacher Time)
Teacher will work with students who are struggling with place value. Students
will receive direct instruction will teacher using place value blocks to build
numbers.
Group 2
Centers (students choice)
Group 3
Independent Work (Choice menu)
Evaluation
Students will be assessed through teacher observation, class participation,
and journal exit ticket.
Exit Ticket:

(Students will receive one of two exit tickets, teacher will determine what
ticket each student will receive depending on classroom observation)

Exit Ticket #1
Robert and Ryan did the same problem. Their work is shown below.
They each have different answers. Who is correct? What could be the
other persons mistake?
Robert
2,652
+ 1,879
-----------4,421

Ryan
2,652
+ 1,879
-----------4,531

Exit Ticket #2
Quick Write
How does estimation help with adding multi-digit numbers?

Lesson Plan #1
(High Tech)

Rounding Whole
Numbers
UDL Components
Representation is present in the activity through word
wall, use of base ten blocks, Zaption
Expression is present in the activity through the use of
options to demonstrate mathematical understanding.
Engagement is present in the activity through the use
of a task that allows for active participation and
exploration
Objective: Students will use place value understanding to round numbers
and add multi-digit numbers.
Essential Questions:
How can rounding help me find an appropriate estimate?
How can estimation assist me with computation?
How can rounding and estimation be used in the real world?
How can place value-understanding assist with computation?

Standards:
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.
4.NBT.3 Use place value understanding to round multi-digit whole numbers
to any place.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the
standard algorithm.
Mathematical Practice:
1- Make sense of problems persevere in solving them
4 Model with mathematics
6 Attend to precision
7 Look for and make use of structure
Materials and Resources Needed:
Base ten blocks, grid paper
Choice menu
Chrome books
Smart Board
Internet Access
Engagement
Students will complete a Google Drawing, which has been shared to each
student via Classroom. The Google Drawing will allow each student to match
the correct number (in standard form) to the number represented using place
value bocks.
Students will have actually place blocks on their tables that they may use
After allot time teacher will go over the answers with students using the
Smart Board.
Teacher will that ask students to use the virtual base ten blocks or the actual
base ten blocks to make 572 as many different ways as they can.
(responses will vary)
Students will work in pairs or groups of no more than 4
Teacher will ask and display the different answers that students created. (Ex.
4 hundreds, 17 tens, and 2 ones or 5 hundreds 6 tens, and 12 ones)
Students working to represent 572 in different ways will support their
understanding of how a digits place can be regrouped; the number will have
the same value.
Guiding questions to ask students who are having difficulty:
How many ten rods are needed to make a hundred?
How can you make 100 without using a hundreds flat?
How can you make 10 without using a tens rod?

If I have 12 tens, what number does that represent?

How many tens rods are needed to represent 170?
Questions for early finishers:
What if you had no hundreds flats? How could you make 572?
Can you make 572 using only 8 base-ten blocks? Why or why not?
Whats the least number of base-ten blocks you can use to make 572?
Whats the greatest number of base-ten blocks you can use to make 572?
Exploration
Represent the number 1,247 using base ten blocks, pictures, standard form
or expanded form.
**Allow students to choose the way they are most comfortable.**
Ask students to find two 3-digit numbers that will equal 1,247 using Think
Sheet #1 (see attached). Students should estimate so that they can
determine two numbers that would add up to 1,247. In the Numbers box,
students should write the algorithm showing two 3-digit numbers that equal
1,247. In the Explanation box, students need to explain how rounding
helped them decide on two numbers that add up to 1,247.
Think Sheet #1
We know 1,247 is close to ____________.
We can add _________ + __________ to get to _________.
Numbers Explanation
How did rounding help you determine which two numbers to
choose?
Possible questions to ask students as students are working:
What place can we round 1,247?
What thousand is 1,247 closer to?
What hundred is 1,247 close to?
What did you round 1,247 to?
How can your estimate help you find two numbers that will equal
1,247?
How can you decompose the ones, tens, hundreds and thousands?
Make a 3-digit number using the base ten blocks. What do you
need to add to get to1,247?

Early Finishers:
Challenge students who completed the task early to find two more numbers
that will add up to 1,247, or have them find 3 numbers that add up to 1,247.
As students complete the task they are they are using models to
represent numbers.
Students are also looking at the structure of place value and the
number system in order to estimate and add multi-digit numbers
using the standard algorithm.
Lesson Notes:
Based upon knowledge of your students, determine whether they will work in
pairs or in small groups (no more than 4). Students will be grouped based on
pre-assessment data.
UDL strategies will be incorporated throughout the lesson to
support all students in the acquisition of estimating and adding
multi-digit numbers using the standard algorithm.
Explanation
Students will watch and complete a short Zaption. The Zaption will provide
students with a 4 minute video clip along with follow up comprehension
questions.
Once students have completed the Zaption they will post responses to a
Padlet page. Each Student must post and respond to at-least one time.
Students may choice which Padlet page to respond to depending on the
question that they would like to answer.
Padlet Open Ended Questions (answer and respond to at-least one
classmate)
Students are to use following vocabulary in their answers and responses;
place, value, digit, addend, sum, hundreds, tens, ones, estimate, regroup,
rounded.
(make sure that vocabulary terms are posted for students to refer too)
How did estimating help you choose your numbers?
Why did you choose those numbers?
Which places needed to be regrouped?
If I changed the tens digit in your first addend to _______, how will the second
addend change?

If I changed the hundreds digit in your first addend to ________, how will the
second addend change?
What do you notice about your addends?
If the ones digit in either addend were a 9, what would the other ones digit
have to be? How do you know?
Elaboration
Students will work in pairs or groups of no ore than 4 and complete a project
of there choice:
(Teacher will create pairs and/or groups based on pre-assessment and
classroom observation)
Choice #1
Students may create a poster demonstrating their knowledge of rounding.
Choice #2
Students may create a song and or poem that would aid in the
understanding of concept.
Choice #3
Students may write and illustrate a short story about rounding
Evaluation
Students will be assessed through teacher observation, class participation,
and completed project.

Lesson Plan #2
(Low Tech)
Rock and Earths
Surface
UDL Components
Representation is present in the activity through
pictures, video, and words
Expression is present in the investigation
Engagement is present in the activity through the use
of a task that allows for active participation and
exploration.

Objective:
Students will identify and describe the ways in which Earths surface is
changed by weathering and erosion.
Themes Essential Question: What natural influences produce physical
changes in the surface of the Earth?
Materials: clear plastic jar with lid, white chalk, small rocks, timer or
stopwatch, water, pouring container, laptop, video visualizer
Engagement:
1. Show students the Online Erosion and Weathering Pictures (Do not
read the captions at this point)
2. Direct students to turn and talk, about the ways in which weather
changed the surfaces shown in the pictures.
Guiding Questions (chart student responses)
What evidence of erosion and weathering do we observe in our environment?
Potholes, cracked/crumbling sidewalks, soil erosion, driftwood.
Which natural forces do you think caused these changes that we observed in
our environment?
Exploration
1. Divide students into small groups and assign job cards.
2. Distribute prepared trays to each group.
3. Provide each group with the Investigation Sheet.
4. Follow the instructions for the Inquiry on the Investigation Sheet.
5. Have each group use the provided materials to demonstrate
weathering and erosion and record their observations on the
Investigation Sheet.
Explanation
After the data is collected:

1. Discuss the students findings as a whole group.

Advancing and Assessing questions:
How can you tell a change took place?
Which part of the investigation caused the most change?
Why did the addition of water of cause more change?
Where can we see changes like this in our environment?
The Lab Tech/Assistant returns materials to the Supply and Waste
Manager, who then disposes of materials as directed.
Elaboration
1. Show students the Erosion and Weathering Pictures
(Read the Captions, offering explanations and answering questions)
Ask the students how their thoughts on erosion and weathering have
changed after performing the investigation.
Weathering goes on all the time, Weathering doesnt only happen in the
desert, water is generally a slow way to change the earths surface.
Evaluation
Students will be evaluated on classroom performance, teacher
observation and completion of Exit ticket.
Exit Ticket

Name:

Date:_______________
Exit Ticket for Rock and Roll Lesson

Directions: Use the picture below to answer the question.

Natural Bridge located in Natural Bridge, Virginia

near the Shenandoah Valley
Using what you know about weathering and erosion explain, which
processes caused the changes you see in the picture.

Name:

Date:
Investigation: A Little Rock n Roll
Student Worksheet

For each group:

a blue lab tray with the following materials

A.
1.
2.
3.
4.
5.

safety goggles for each student

plastic jar with screw-top lid
2 pieces of chalk, each broken into 4 pieces
6-8 small garden stones, washed and dried
2 paper towels
Individual/group worksheet

Procedure:
1. Materials Mgr. brings tray to table
2. Recorder (or group) labels each column of worksheet: A-1 min., B-3
min., C-1 min. w/ water, D-3 min. w/water.
3. Technician places 4 pieces of chalk in jar with garden rocks and screws
lid on.
4. Teacher sets the timer for one (1) minute, and Technician shakes jar
vigorously until the time is up.
5. Students observe changes to rocks, chalk, or inside of jar, and
Recorder(s) lists observations in Column A of the chart below.
6. Timer is reset for three (3) minutes and jar is shaken (by Assistant
Tech., or by all members taking turns) until time is up.
7. The group makes new observations about the rocks, chalk, or the
inside of the jar and Recorder(s) lists them in Column B below.
8. Tech. empties jar onto a paper towel, wipes off the stones, fills the jar
half-way with water, and then the group repeats Steps 1-6, with the
Recorder(s) listing observations in Columns C and D.
9. Waste Manager and Materials Manager return tray and contents to
staging area, rinse and drain jars and lids.

Name_________________________________

Date__________________

Investigation Recording Sheet for Rock n Roll

Rocks and chalk Rocks and chalk Rocks, chalk,
shaken for 1
shaken for 3
and water
minute
minutes
shaken for 1
minute
Observations
Observations
Observations

Conclusions:

Rocks, chalk,
and water
shaken for 3
minutes
Observations

Lesson #2
(High Tech)
Rock and Earths
Surface
UDL Components
Representation is present in the activity through
pictures, video, and words,
Expression is present in the investigation
Engagement is present in the activity through the use
of a task that allows for active participation and
exploration.

Objective:
Students will identify and describe the ways in which Earths surface is
changed by weathering and erosion.
Themes Essential Question: What natural influences produce physical
changes in the surface of the Earth?

Materials: clear plastic jar with lid, white chalk, small rocks, timer or
stopwatch, water, pouring container, chrome books, video visualizer, internet
access
Engagement
Teacher will show students the Online Erosion and Weathering Pictures
(without captions)
Students will take a minute to think-pair-share; how weather may have
changed each surface.
Guiding Questions (chart student responses)
What evidence of erosion and weathering do we observe in our environment?
Potholes, cracked/crumbling sidewalks, soil erosion, driftwood.
Which natural forces do you think caused these changes that we observed in
our environment?
Students will complete the K and W portion of a shared KWL chart shared to
students via Google Classroom. Teacher will display the chart on overhead
projector.
(Weather and erosion)
Exploration
1. Teacher will use Class DoJos random feature to divide students into
small groups and assign job cards.
2. Distribute prepared trays to each group.
3. Each group will be provided with an investigation sheet via Google
Classroom.
4. Follow the instructions for the Inquiry on the Investigation Sheet.
5. Have each group use the provided materials to demonstrate
weathering and erosion and record their observations on the
Investigation Sheet. Groups are to submit the investigation sheet via
Classroom.
Explanation
After the data is collected:
1. Discuss the students findings as a whole group.
Advancing and Assessing questions:
How can you tell a change took place?
Which part of the investigation caused the most change?
Why did the addition of water of cause more change?
Where can we see changes like this in our environment?
The Lab Tech/Assistant returns materials to the Supply and Waste Manager,
who then disposes of materials as directed
Elaboration
Students will look at the Erosion and Weathering Pictures via Thinglink an
interactive media platform. Students will click on each picture and a media
clip will start offering an explanation.

After each student has completed the thinglink, teacher will ask students
how their thoughts on erosion and weathering have changed after
performing the investigation and watch the media clips.
Students will turn and talk with their elbow neighbor to share responses.
Evaluation
Students will complete the L portion of the shared Google KWL chart.
Charting what they have learned about weathering and erosion.
Students will log into Kahoot.it, to play a quick interactive assessment game
on weathering and erosion.

Lesson #3
(Low Tech)

Equivalent Fractions
UDL Components
Representation is present in the activity through the
use of symbolic representation as well as the use of
concrete or virtual manipulatives.
Expression is present in the activity through the use of
alternatives for physically responding (Fraction Strips,
Drawings, etc.)
Engagement is present in the activity through the use
of autonomy in choosing tools to work with and through
the use of assessment that provides the opportunity for
personal response.

Objective: Students will explore the relationships between fractional parts

of a whole and how the parts can sometimes be equal although numerators
and denominators are different.
Standards: 4.NF.A.1: Fractions Explain why a fraction a/b is equivalent to
a fraction (n x a)/(n x b) by using visual fraction models, with attention to
how the number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
Materials:
Math journals, Smart Board, Fraction Strips, game pieces
Engagement
Students will participate in a Smart Board game related to basic concepts of
fractions including:
What fractional part of the whole is shaded?
What does the TOP number in the fraction represent?
What does the bottom number represent?
Can you separate this whole shape into fourths? Thirds? Halves?
Modeling:

Teacher will ask the essential question of the day: How can we determine if
two fractions with unlike numerators/denominators are equal to one another?
Teacher will draw two circles onto the Smart Board. One circle will be divided
into four parts and the other will be divided into two parts. Teacher will show
the students, step by step, the thought process that she will use to
determine equivalent fractions from the two shapes.

I know that the denominator for the first circle is two because there are
two parts of the whole shape. I also know that the denominator of the
second circle is four because its divided into four parts.
o How could I create a model to show half of each circle? How
many parts would I shade in each circle?
Students will turn and talk to decide how I could
demonstrate half of each circle.

Teacher will color in one part of the circle with two parts, and two parts
of the circle with four parts. Teacher will ask students various questions
about the two circles and how they are equal although they have
different parts/denominators.
Guiding Questions
What fractional part of the whole is shaded? What does the top/bottom
number represent? How can I separate a shape into halves, thirds, fourths,
etc.? Why do the parts need to be equal in size -- what operation does this
remind you of?
(Use Smart Board for visual support)
How can we determine if two fractions with unlike numerators/denominators
are equal to one another?
How could I show HALF of each shape if they have unequal parts of a whole?
Turn and talk.
What are the two fractions for the shaded shapes?
Are the two circles still divided equally even though their denominators AND
numerators are different?
Can you think of any other times when two fractions could be equal to one
half with different numerators and denominators other than ? Turn and
talk.

Exploration/Explanation
Teacher and students will use fraction strips to visually see one whole broken
up into many different parts. They will label the fraction strips according to
the number of parts of each (color) whole in order to determine more equal
fractions through exploration.
Teacher will model how three pieces is also equal to but using the
visualizer to demonstrate placing the pieces overtop of the piece and
noticing that the two fit perfectly together. Teacher may model one more
example if necessary.

In groups, students will have the opportunity to try to list as many other
equal fraction pairs as they can, using the fraction strips as a manipulative to
help them explore this concept.
After about five minutes, teacher will generate a list of equal fraction pairs
on the board. Students will participate to add more fraction pairs to the list.
Students will begin to brainstorm the relationship of the numerator and
denominator to prepare for class tomorrow. If time permits, we can begin to
explore this concept today.
Students may be able to determine that if the numerator is multiplied
by a number, and the denominator is multiplied by the same number,
the fraction pair will be equivalent. The same rule applies to division. If
the numerator and denominator are multiplied/divided by different
numbers, a new fraction is created, but the two will not be equal.
Students who fully understand this fraction concept today will receive
an extension piece to the independent activity.
Guiding Questions
How many sets of equal fraction pairs can you create using your fraction
strips? I will give each group five minutes to make a list in your math
notebooks.
Looking at our list, do you notice a relationship between the numbers in each
individual fraction pair? Whats happening to the numerators and
denominators in the pairs we listed -- are the getting bigger or smaller? Are
the increasing and decreasing (multiplied or divided) by the same amount of
by different amounts?
Elaboration
Students will use their fraction strips to complete an interactive activity in
partner pairs using a fraction spinner and comparison chart. One student will
take turnings spinning and landing on a fractions, and then their partner will
do the same, they will document the two fractions on the chart, and then
they will decide if the fractions are equal or unequal. They will use inequality
signs to show the relationships of the fractions. Students may also choose to
draw a model of the fraction pair, if they prefer, in order to identify the
relationship between the two.

Extension for accelerated learners: After spinning, students will add

another equivalent fraction to the pairs that ARE equal by either
multiplying or dividing each part by the same number and
documenting the new fraction to the right of the chart.

A challenge activity will be given to pairs who finish filling in the chart during
independent work time. Students will work independently on this activity
that will involve shading in pairs of fractions and dividing parts of a whole to
determine equivalence, or lack there of. If students need additional support,

teacher will pull small groups of struggling students to the small group table
to assist them during this time.
Evaluation
Teacher will ask for students to give some of their fraction pair examples
from the spinner game. Students will have the opportunity to agree or
disagree with their peers and support their responses with mathematical
reasoning.
Teacher will ask various questions using fraction-language and vocabulary to
assess for understanding.
Guiding Questions
What kinds of fraction pairs did you create using the spinner game? What
fractions pairs were NOT equivalent? Why?
What is the numerator of the fraction ? What does the numerator
represent? What is the denominator? What does the denominator represent?

Lesson #3
(High Tech)
Equivalent Fractions
UDL Components
Representation is present in the activity through the
use of symbolic representation as well as the use of
concrete or virtual manipulatives.
Expression is present in the activity through the use of
alternatives for physically responding (Fraction Strips,
Drawings, etc.)
Engagement is present in the activity through the use
of autonomy in choosing tools to work with and through
the use of assessment that provides the opportunity for
personal response.

Objective: Students will explore the relationships between fractional parts

of a whole and how the parts can sometimes be equal although numerators
and denominators are different.
Standards: 4.NF.A.1: Fractions Explain why a fraction a/b is equivalent to
a fraction (n x a)/(n x b) by using visual fraction models, with attention to
how the number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and generate
equivalent fractions.
Materials:
Math journals, Smart Board, Fraction Strips, internet access, Plicker cards,
Game pieces
Engagement
Students will participate in a Smart Board game related to basic concepts of
fractions including:
What fractional part of the whole is shaded?
What does the TOP number in the fraction represent?
What does the bottom number represent?
Can you separate this whole shape into fourths? Thirds? Halves?
Modeling:
Teacher will ask the essential question of the day: How can we determine if
two fractions with unlike numerators/denominators are equal to one another?
Teacher will draw two circles onto the Smart Board. One circle will be divided
into four parts and the other will be divided into two parts. Teacher will show
the students, step by step, the thought process that she will use to
determine equivalent fractions from the two shapes.

I know that the denominator for the first circle is two because there are
two parts of the whole shape. I also know that the denominator of the
second circle is four because its divided into four parts.
o How could I create a model to show half of each circle? How
many parts would I shade in each circle?
Students will turn and talk to decide how I could
demonstrate half of each circle.

Teacher will color in one part of the circle with two parts, and two parts
of the circle with four parts. Teacher will ask students various questions
about the two circles and how they are equal although they have
different parts/denominators.

Guiding Questions
What fractional part of the whole is shaded? What does the top/bottom
number represent? How can I separate a shape into halves, thirds, fourths,
etc.? Why do the parts need to be equal in size -- what operation does this
remind you of?
(Use Smart Board for visual support)
How can we determine if two fractions with unlike numerators/denominators
are equal to one another?
How could I show HALF of each shape if they have unequal parts of a whole?
Turn and talk.
What are the two fractions for the shaded shapes?
Are the two circles still divided equally even though their denominators AND
numerators are different?
Can you think of any other times when two fractions could be equal to one
half with different numerators and denominators other than ? Turn and
talk.
Exploration
Teacher and students will use fraction strips to visually see one whole broken
up into many different parts. They will label the fraction strips according to
the number of parts of each (color) whole in order to determine more equal
fractions through exploration.
Teacher will model how three pieces is also equal to but using the
visualizer to demonstrate placing the pieces overtop of the piece and
noticing that the two fit perfectly together. Teacher may model one more
example if necessary.
In groups, students will have the opportunity to try to list as many other
equal fraction pairs as they can, using the fraction strips as a manipulative to
help them explore this concept.
Explanation
Students will watch a short video clip via Zaption. This clip will explain
equivalence and key vocabulary terms. Students will be asked several
comprehension questions throughout the video.
Once students have completed the flipped portion of the lesson
Elaboration
Students will use their fraction strips to complete an interactive activity in
partner pairs using a fraction spinner and comparison chart. One student will
take turnings spinning and landing on a fractions, and then their partner will
do the same, they will document the two fractions on the chart, and then
they will decide if the fractions are equal or unequal. They will use inequality
signs to show the relationships of the fractions. Students may also choose to

draw a model of the fraction pair, if they prefer, in order to identify the
relationship between the two.

Extension for accelerated learners: After spinning, students will add

another equivalent fraction to the pairs that ARE equal by either
multiplying or dividing each part by the same number and
documenting the new fraction to the right of the chart.

A challenge activity will be given to pairs who finish filling in the chart during
independent work time. Students will work independently on this activity
that will involve shading in pairs of fractions and dividing parts of a whole to
determine equivalence, or lack there of. If students need additional support,
teacher will pull small groups of struggling students to the small group table
to assist them during this time.
Evaluation
Teacher will pass out Plicker Cards. Students will be asked several multiple
choice and/or True/false question on their knowledge of fraction and
equivalence. Students will use their Plicker card to respond to each question.
Teacher will use this data to the next lesson.