About This Lesson

DESCRIPTION

This lesson will be conducted in a first grade classroom (students are 5-6 years old)
during the allotted time for instruction. The classroom has 15 students. Each student has his or
her own device (tablet), which can be used during instruction. Students have access to
materials in the classroom (markers, scissors, etc.) The teacher also has an interactive
SmartBoard available.

Mike has been identified as having a learning disability. He struggles to read grade level
text and is unable to comprehend what he has read. Data collected by his teacher suggests he
is reading three levels below his peers. When material is read to him, however, he can answer
questions with a high degree of accuracy. When asked to read aloud in class or to respond
verbally to written direction, Mike often becomes verbally abusive to the teacher and his
classmates. In the area of expressive oral language, Mike demonstrates the ability to describe
scenes, give directions, and explain steps. However, in written expression, Mike scores
significantly below his peers in his ability to spell words used in everyday writing and to
compose and write an organized, complete letter. His understanding of mathematical concepts
seems strong, but his academic progress in math is hindered by his difficulties with reading
and writing.
Beatrice was diagnosed with autism when she was four years old. Due to her late
diagnosis, she did not receive early intervention services. Beatrice exhibits deficits in speech
and language, social, and academic skills. She is below grade level in all academic areas, but
especially in areas that involve language skills. She has no productive speech and some of her
more challenging behaviors include rocking and perseverating on certain speech sounds.
Beatrice is especially disruptive during language activities, especially the activities that require
her to respond to verbal directions. Beatrice appreciates routines and does well with visual
supports. She works well independently and responds positively to reinforcement.

Mateo just moved to the United States with his parents and his little sister. Mateo loves
futbol (soccer), music, and technology, especially his iPad. He speaks Spanish fluently. Mateo
has had little education in the English language and only knows rudimentary English
vocabulary and directions. He struggles at reading and writing in the English language. Mateo
attends an ESOL class for an hour every Monday, Wednesday, and Friday. Mateo is a bright
student and has a great understanding of math, and when the textbook and instructions are
translated, has a wonderful understanding of science. When given repeated verbal directions,
coupled with visual supports, he is able to complete tasks. Mateo also excels when activities
and assignments are first modeled through hands-on activities.

Daisy has been identified as Gifted and Talented. She is performing a whole grade
level above her peers in reading, writing, and mathematics. Daisy often gets bored during
classroom instruction and has difficulty with remaining motivated. Oftentimes, Daisy will not

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finish her work and instead disrupt her peers with off-topic conversations. With appropriate,
academic challenges, Daisy does enjoy participating in cooperative group activities,
discussions, and sharing her ideas with her peers. Daisy also enjoys doing research projects
and engaging creative writing opportunities.

PREREQUISITES
Students must have a basic understanding of mathematics such as addition.
They must be able to distinguish the solution from an addition equation.
The must understand addition which was taught in first grade.
Students must be able to add two different numbers together.
Students must be able to solve addition equations and addition word problems.

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:
Classroom Instruction, Individual & Partner Work

GRADE:
2nd

CONTENT AREAS:
Math

COMMON CORE: MATHEMATICS

Domain: 2.0A Operations and Algebraic Thinking
Cluster: 2.0A.A Represent and solve problems involving addition and subtraction

Goal
INSTRUCTIONAL GOAL
Students will demonstrate their understanding of addition by adding a one-digit number to a two-digit
number.

OBJECTIVE(S)
I can identify how to add one-digit number to a two-digit number.
I can analyze the skills needed for regrouping larger numbers.

VARIABILITY

Options to Support Engagement:

Students will be greeted at the door every morning when they walk into the classroom. As
students walk into the classroom, there will be music playing for the students to prepare for
todays lesson. When I turn off the music, students will know that the lesson is going to start.

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 The teacher post a digital timer on the SmartBoard that will count down till the class begins and
will be used throughout the entire lesson to show the students of what time is left (Checkpoint
1.1).
The goal/objective for the lesson will be listed on the front board that relates to the lesson the
teacher will pick one student who will read the objective for the rest of the class (Checkpoint
8.1).
The students will have plenty of time to collaborate with a partner to check their answers.
There will be individual work but also some whole class discussions in order to keep
collaboration throughout the lesson.
The teacher will put symbols on the board, which indicates when either partner work or group
work is allowed during the lesson (Checkpoints 2.1).
Throughout the lesson the students choice will be emphasized by allowing them to choose of
how they present their answers, whether could be by using paper and pencil or by using their
device or another type of method.
Students will then use hand signals to show whether or not they agree or disagree with their
peers (Checkpoints 4.1).
Options to Support Representation:
The teacher will first give the students verbal directions but will also have the directions written
on the board or SmartBoard for the students to reference while they work through the different
activities (Checkpoint 1.1).
The teacher will have a digital clock on the SmartBoard for students to see how much time is left
for that activity as well as verbally announce how much time is left (Checkpoint 1.3).
Students will use hand signals to show whether they agree or disagree with their peers
answers.
The front of the room is the visual schedule with symbols that tells students the plain for the day.
The teacher will also have symbols posted to indicate when its time for the group work, partner
work or even individual work (Checkpoint 2.1).
The teacher will explain the lesson by using different teaching methods such as Teacher-
centered, Student-centered, High tech, and or Low tech in order for the students to understand
the material (Checkpoint 1.1).
Options to Support Action and Expression:
Students will have the chance to choose their own seat by using responsible choices and its up
to them to decide whether if where they are sitting will benefit or hurt their learning (Checkpoint
7.1).
Students will have access to their devices and will be able to use them during the lesson
(Checkpoint 5.2).
Student will have the option to submit their work online or using paper and pencil. Students will
also have the option to go up to the SmartBoard and show their work but then also explain their
answer to their peers (Checkpoint 4.1).
All of the classroom materials (crayons, markers, scissors, glue, paper, pencils) will be
accessible to the students and are available for use any time throughout the day.
At the end of each activity, the students will be asked whether or not they believe if they have
met the objective of the day.
Students will have the option to use visual responses and or hand signals to show their answers
to the teacher and rest of the class (Checkpoint 5.1).

Part 2: Accommodations/Modifications for Specific Students:

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Mike, who has a learning disability, will receive assistive technology that he will be able to use during
the lesson. This will help him particularly during his independent work. He will also be allowed to use a
Recording device to record the instruction for his reference during independent work. This will ensure
that Mike is being assessed based on his ability to solve addition problems.

Beatrice, who has autism, will be provided alternative ways for her to demonstrate learning.
Throughout the lesson she will receive repetition of the directions incase Beatrice gets distracted and
goes off task. The teacher will always explain the directions verbally as well as written on the board,
which Beatrice can reference if she wasnt paying attention. Beatrices teacher will also use a
highlighter to emphasize the directions as well as on her classwork and homework assignments.

Assessments
FORMATIVE ASSESSMENTS
I can identify how to add one-digit number to a two-digit number.
I can analyze the skills needed for regrouping larger numbers.

Students will create a foldable that highlights the operation key words for addition that they can use to
assist them when working through the word problems. Students can use the foldable during class time
to help then while working through the different word problems to understand what key words mean to
use addition.

During instruction, the teacher will put up a word problem on the word. The students will be using white
boards and their foldable in order to solve the problem. The teacher will walk around the room and
observe the students as they are working through the problem and ensure they are on the right track.

The teacher will write several simple addition problems on the board. Students will use their white
board and solve the equations. The students will raise their white boards to show everyone their
answers.

The teacher will select a couple of students to go up to the board and answer the equations. Then a
few other students will go to the board and explain how their peers got that answer and if they are
correct.

Students will use verbal responses to say if they agree or disagree with the response and or answer by
their peers. This allows the teacher to assess each students performance. Depending on if they
disagree with an answer, the teacher will allow other students to explain why they disagree.

At the end of lesson, students will complete 2 short word problems and 3 simple equations that show
their understanding of addition problems. The teacher will collect the problems at the end of class,
grade them, and provide the students with feedback the next day.

This will help the teacher better plan the lesson for the following day and so forth once the teacher has
an understanding of where they students are with the material. This will also help the teacher on how to
explain the information to the students and the accommodations that are needed to be made to help
the students succeed.

SUMMATIVE ASSESSMENTS

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At the end of the unit of addition, students will take a unit test that will test their knowledge of addition
equation problems and word problems. The test may be completed online, where the students can
record their voice to explain their responses, the students can type their answers or they can use paper
and pencil to complete the test.
The test will have several simple equation problems as well as several word problems. For the word
problems, students can either draw their answer or write a sentence or two to explain their answer.
Students will also have the option to use their device and record their responses.
The teacher will collect the responses from the test and see how well the students understood retaining
the information that was taught. The test will prove to the teacher if the future lessons need to be
adjusted and if more accommodations need to be made for all the students not just for Mike and
Beatrice to understand the material.

Instructional Methods

OPENING
Introduction:
When the timer goes off, students know that instruction is about to begin.
The teacher will ask the students to choose a seat in the room before the lesson begins. The teacher
will first ask students: What does it mean to choose a responsible seat? What are some ways that you
should behave when you are allowed to choose your own seat? What are some irresponsible behaviors
we should try to avoid? Do you think the seat you have chosen will help you accomplish your best
work? If not, please find another seat. This brief discussion will help to avoid any behavior problems
during the lesson. (Checkpoint 7.1) (Checkpoint 7.3)
Mateo, the English language learner will be encouraged to sit closer to the board.
Ask one student to read the objective. (Checkpoint 8.1) Ask: What will we be learning about and
practicing today?
The correct response is solving addition problems with one and two digit numbers. The teacher would
response with that is correct.
Incorrect responses might include that they have no idea or arent 100% sure. In that case teacher will
point to the objectives on the board and pick a student to read the objective again.
Anticipatory Set:
Ask students to show thumbs up or thumbs down if they learned anything about addition in the
kindergarten or first grade. Ask: What is different about our objective today? (Checkpoint 4.1)
Students should answer that today they will be learning how to add a one-digit number to a two-digit
number. Explain that today students will be using what they already know about addition and adding on
a new skill.
Hook:
Have a brief discussion with students about addition. Ask: What are the rules about addition?
Encourage the students to use past knowledge. Sample answers may include: add in columns, addition
of two whole numbers is the total amount of those numbers combined, order doesnt matter, and
addition of 0 does not change a number. Student answers can be recorded on the board. Encourage
students to think about what would happen if we didnt know how to add numbers.
Explain that all of the reasons the class generated are reasons why mathematics and addition are
important. Today, students will learn and practice how to add, which is a very important skill.

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DURING

Introduce New Knowledge:

The teacher will display an addition problem on the SmartBoard (Checkpoint 1.1). Encourage students
to think back to what they learned in first grade about addition. Ask: How do we solve this problem?
What is the solution called? Have a student come up to the board and answer the problem. If students
are having trouble and dont understand, the teacher will go step by step through the process of solving
the problem and answer any questions that might arise.
Display another problem on the board. Ask: What is the solution? Ask: How one might solve the
problem using strategies youre familiar with from previous lesson/grades? Ask the student who
answers to justify their answer. Ask the rest of the students to use hand signals to show whether or not
they agree with their classmates response (Checkpoint 4.1).
Ask two volunteers to come to the front of the classroom. Give one student a two-digit number and give
the other student a one-digit number. Ask the students to use base-ten blocks to add their numbers to
together. Instruct the rest of the class to use base-ten blocks to model the addition problem at their
seats. Ask students to share their responses. Great questions include: What is the sum of your addition
problem? What strategies did you use to find the sum? Tell the students that today were going to add
two-digit numbers.
In the case of Mike and Beatrice ask if they understand how to find the solution to an addition
problem. If their answer isnt fully yes, ask if they need more explanation to where they fully
understand. If needed pull Mike and Beatrice to the side, sit down with them and go through
additional examples with them until the fully understand the process of solving an addition
problem.
Model New Skills and Knowledge:
Write the following problem on the SmartBoard: Tess raked 18 leaves on Monday. Then Tess raked 7
leaves on Friday. How many leaves did she rake all together? Ask the students to read the problem
aloud with you. Guide students to use base-ten black to show 7 and 18 (Checkpoint 1.1). For Mike
and Beatrice they can use the accommodations provided to help them solve this problem. To
help Mike I will provide a high-tech accommodation called the Talk n Scan Calculator which
allows the user to adjust the size of the visual display and generates speech output. I would
also provide a low-tech material called Student Math-Line Products where it would be in place of
the base 10 blocks, because its much easier to manipulate. (Checkpoint 1.1 and Checkpoint
1.3) To help Beatrice I will provide a high-tech interactive whiteboard where Beatrice could
interact directly with the content displayed on the screen. It has large displays and promotes
positive learning experiences. I would also provide a low-tech material such as the LoTTIE Kit
for Math that has a plentiful supply of helpful tools, materials and resources. It includes math
templates, math grids, flash cards, graphing tiles, and a variety of math manipulatives.
(Checkpoint 1.1 and Checkpoint 1.3)
Explain to students that when adding a two-digit number, add the ones first, Then add the tens. Ask
students how many ones there are total. Show students how to make a group of 10 ones, but
connecting ten cubs together. Instruct them to trade these ten blocks for 1 ten.
Discuss the term regrouping. Ask: Has anyone heard the term regrouping in past lessons/grades?
Ask: Does anyone know what the term regrouping means? Explain to students that regrouping is the
process of changing groups of ones into tens to make adding and subtracting easier.

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In the case of Mike and Beatrice ask if they need any assistance solving the problem. If either of
the students need any assistance, give them 1 on 1 help or provide assistance with the AT that
is provided for them within the classroom.
Also ask if they need the use of a device (Checkpoint 5.2). There are both low-tech and high-
tech accommodation materials that both Mike and Beatrice could use to help them with the
lesson. Both students will have access to their AT, and AAC especially for Beatrice, to ensure
they are fully involved throughout the entire lesson.
In the case of Daisy ask if she needs a harder problem. If her answer is yes, give her the same
word problem but using the numbers 24 and 9.
Guided Practice
Ask one student to explain what regrouping means to the rest of the class.
Teacher will write a problem on the board. Ask: Can anyone explain this problem using regrouping?
The correct answer is once youve made a ten from the ones; count the number of ones that are
leftover. Ask students how many tens and ones are there now. Have students write a number sentence
to solve the problem. Repeat steps using two different numbers.
In the case of Mike and Beatrice ask if they understand the concept of regrouping. If their
answer is no, re-explain what regrouping in terms and in a way they understand and are able to
solve an example problem using regrouping.
In the case of Mateo ask if he fully understands the term regrouping in the way it was explained.
If his answer is yes, have him solve an example problem to make sure.

Independent Practice:
Write the following problems on the board: 27+7, 33+8, 19+3, and 24+5. Give each student an index
card or half-sheet of paper. Work through the steps together to complete the problems. Remind
students that a number line can also be used to help add.
Have the students complete the problems on the Addition sheet independently.
Tell students to turn their index card or half-sheet over, to complete a problem on the back. Ask them to
find the sum for the word problem: If Sally collected 17 pieces of candy from trick or treating and her
best friend Nicole only collected 6 pieces of candy. How many pieces did they collect all together?
Draw or write to explain how you found the answer.
In the case of Mike or Beatrice ask if they need extra assistance working through the word
problem. For Mike he will be given the Talk n Scan Calculator, which allows him to adjust the
size of the visual display, and it generates speech output. For Beatrice she will be given the
LoTTIE Kit for Math, which includes a plentiful supply of helpful tools, materials and resources.
This material also includes math templates, math grids, flash cards, graphing tiles, and a variety
of math manipulatives.
In the case of Mateo ask if he needs further explain of the directions in order to answer the word
problem.
In the case of Daisy ask her if the problem looks too simple and if she needs a harder problem.
If she answers that she wants a harder problem, have her use the numbers 25 and 8 instead of
17 and 6.

CLOSING
Once the timer goes off students understand its time to return to their correct sear and once all the
students are back in their seats, the teacher will ask a student to re-read the objective.
Ask: What was our objective for the day? Did we meet our objective? (Students will use a verbal
response to answer this question)

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Ask: How did we meet our objective? What is one new thing you learned today? What was your favorite
part of todays class?
In the case of Mike and Beatrice ask if there was anything they struggled with or anything that
they might have needed more time to get through.
In the case of Mateo ask if there was anything that he had trouble understanding clearly if it
wasnt explain enough.
In the case of Daisy ask if the material was too easy for her or if there wasnt enough material
for her.

Authors Reflection
How does applying the UDL guidelines to lesson plans allow teachers to meet the needs of a
diverse group of students?
It helps teachers go into further detail with the lesson and find the correct accommodations for
specific students that need an extra helping hand. (Checkpoint 4.2)

Explain why the two students with special needs in your description required additional
supports and provide a rationale for how you made appropriate choices about assistive
technology and augmentative and alternative communication?
Mike has a learning disability and his academic progress in math is hindered by his difficulties
with reading and writing. To help Mike understand the material throughout the lesson I would
provide him with a high-tech accommodation called the Talk n Scan Calculator which allows
the user to adjust the size of the visual display and generates speech output. I would also
provide a low-tech material called Student Math-Line Products where it would be in place of the
base 10 blocks, because its much easier to manipulate.
Beatrice has Autism and exhibits deficits in speech and language, social, and academic skills.
In order to make sure she understands the material I would provide her with a high-tech
interactive whiteboard where Beatrice could interact directly with the content displayed on the
screen. It has large displays and promotes positive learning experiences. I would also provide a
low-tech material such as the LoTTIE Kit for Math that has a plentiful supply of helpful tools,
materials and resources. It includes math templates, math grids, flash cards, graphing tiles, and
a variety of math manipulatives.
(Checkpoint 4.2)

How does this artifact demonstrate your ability to plan instruction for diverse learners,
including English Language Learners and students who are identified as gifted and talented?
As the teacher I would plan to make sure the instructions are easy to read and follow for Mateo
the English Language Learner. (Checkpoint 1.1) I would also make sure there are
accommodations made to the activities so Mateo understand exactly needs to be done to
complete them. (Checkpoint 4.2)
For Daisy the student identified as Gifted and Talented I would accommodate the material
enough to where she is being challenged. I would also plan for extra material incase she
finishes ahead everyone and needs more to complete.

Materials
MATERIALS AND SUPPLIES
* Base-ten blocks (4 ten rods, 20 unit cubes per student)
* Index card or half-sheet paper (1 per student)

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* Construction paper (2 sheets)
* Addition worksheet

RESOURCES INCLUDED

Authors Reflection
Explain how your ability to meet the needs of diverse learners has developed.
Learning how to meet the needs of different types of learners has taught me that there are
accommodations such as low tech, mid tech, and high tech materials that would be used.
(Checkpoint 4.2) Using accommodations to help students is an excellent way for students to get
the correct format of help either inside the classroom or at home for students to reach their full
potential of learning.

How does this positively impact student learning?

This different type of learning positively impacts the students to know that they can succeed
even though they might need a little help. Every student needs help no matter their strengths or
weakness, and the different level of tech can truly make sure they fully understand everything.
(Checkpoint 4)

How will you use the knowledge and skills developed in this class in your future teaching?
I will use the knowledge and skills that I have developed and learned to meet the needs of all
students. I will make sure I have adjustments to the lesson to fit students who have a learning
disability, Autism, Down Syndrom, is an English Language Learning, even a Gifted and Talented
learner. There will be accommodations made for the students, such as technology being
incorporated and other techniques that will help all students succeed.

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The SETT Framework Developed by Joy Zabala
Student Environment Task Tools
MIKE
Physical Environment:
General Information/
The classroom 6 table
Interests:
groups

Teacher desk in the Expectations: Low Tech AT:
Student Strengths:
corner of the room Participate in group Picture
Material is read to him,
WHAT WE KNOW

he can answer questions Centers arranged work at his table Communication

with a high degree of around classroom for Write and draw Symbols (print)
accuracy. students to work responses
Understanding of collaboratively Participate in whole- Student Math-Line
mathematical concepts Instructional Environment: group class Products
seems strong. 2nd grade special discussions Vidatak Picture
Student Needs: education classroom Partner work Communication
Reading three levels 10-15 students are in Stay seated during Boards (print)
below his peers. his class group and High Tech AT:
Becomes verbally He sits at a table with independent work M3 (device)
abusive when asked to 3-4 other students Raise hand to share Talk n Scan
read aloud or respond Access Issues: thoughts Calculator
verbally. Verbally abusive
Unable to comprehend No comprehension
what he has read.
skills
Academic progress in
math is hindered.
BEATRICE

General Information/
Interests: Physical Environment:
The classroom 6 table
Student Strengths: groups
Appreciated routines and Teacher desk in the Expectations: Low Tech AT:
does well with visual corner of the room Participate in group LoTTIE Kit for Math
supports. Centers arranged work at her table Picture
Works well around classroom for Write and draw Communication
independently and
students to work responses Symbols (print)
responds positively to
reinforcement. collaboratively Participate in whole- Picture Symbols &
Student Needs: Instructional Environment: group class Visual Supports (print)
Deficits in speech, 2nd grade special discussions
language, social and education classroom Partner work High Tech AT:
academic skills. 10-15 students are in Stay seated during Big Keys Keyboard
Below grade level in all her class group and (device)
academic areas, She sits at a table with independent work Interactive Whiteboard
especially language 3-4 other students Raise hand to share Tapspeak Button (app)
skills. Access Issues: thoughts
Disruptive during Challenging behaviors
language activities that
require responding
Disruptive
verbally. No productive speech
No productive speech
and challenging
behaviors.