UDL Guidelines in Math https://docs.google.com/document/d/e/2PACX-1vTwrF8GW46SN6...

UDL Guidelines in Math

UDL Guidelines in Math

Provide Multiple Means Provide Multiple Means of Provide Multiple means of
of Engagement Representation Action and Expressions
● Affective ● Perceptive Network ● Strategic Network
Network ● What of Learning ● How of Learning
● Why of ● Resourceful, ● Strategic, goal-
Learning knowledgeable directed learners
● Purposeful, learners
motivated learners

Access: Provide options for Provide option for Provide options for
Teacher recruiting interest perception physical action
led Choice and autonomy Customize displays of info Vary methods for response
Relevance Alternatives for auditory/visual Access to tools, assistive
Minimize info technologies
threats/distractions
● Use blank paper or ● Provide a variety of
● Use math talks to math notebook to focus on options for students to
validate different central problem(s) based show their thinking
ways of thinking on core math ○ Multiple
● Build community ● Have students present representations for a
norms multiple solution/strategy
● Build math learning representations/solution ○ Explain thinking
norms methods in the summary verbally, visually,
● Use 3-Read to ○ Make sense of each kinesthetically, using
develop student ○ Make connections manipulatives, on a
questions between each based smart board or other
● Make available to on concept assistive
everyone choices in progressions technologies
materials/tools ○ Use different ○ Explain to group,
● Use technology structures to do so to partner, to whole
resources (whole class class, to teacher
● Use problem discussion, turn and ● Provide opportunities
situations that relate talk, gallery walk with for open-ended
to students’ lives post-its, etc) interaction & response
● Summarize the ● Offer use of ○ Card/Shape sorts
main learning of the manipulatives within a ○ Create own
lesson by showing lesson problem
multiple student ● Co-create anchor charts ○ Games
approaches, ● Use think-aloud to ○ Construction
representations, or describe the reasoning ○ Art
solutions process ○ Experiment or
● Play games to simulation
reinforce math ● Provide appropriate
concepts in a tools to allow students
motivating format access to the core math
● Use Multiple ○ Manipulatives
Abilities Launch ○ Calculators
and/or Groupwork ○ Multiplication Chart
Feedback to increase ○ Graphing

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UDL Guidelines in Math https://docs.google.com/document/d/e/2PACX-1vTwrF8GW46SN6...

relevance and technology

minimize threats
● Use Turn and Talk
to minimize threat of
being put on the spot
● Implement
collaborative
groupwork structures
to increase
participation.

Provide Multiple Means of Provide Multiple Means of Provide Multiple means

Engagement Representation of Action and
● Affective Network ● Perceptive Network Expressions
● Why of Learning ● What of Learning ● Strategic
● Purposeful, ● Resourceful, Network
motivated learners knowledgeable ● How of
learners Learning
● Strategic, goal-
directed learners

Building Provide options for Provide options for Provide options for
skills for sustaining effort and langage, mathematical expression and
learning: persistence expressions and symbols communication
Teachers Salience of Goals Clarify vocab, symbols, Multiple media for
and Optimize Challenge syntax, structure communication
Students Collaboration and Support decoding Multiple tools for
Community Understanding across construction and
Mastery-Oriented Feedback languages composition
Multiple media Support fluency building
● Use the Core Math to through levels of practice
Observe to clarify lesson ● Use 3-Read Protocol
goals and components as a class to clarify ● Use think-aloud to
● Use Guiding meaning, vocabulary, describe the
Questions as a way to relationship between reasoning process
further student thinking quantities/units ● Point out anchor
● Use collaborative ● Point out anchor charts within a lesson
groupwork with charts within a lesson to to help students
participation structures clarify language, access strategies
to foster meaningful symbols or strategies ● Use games to
collaboration and support students to
participation including: build fluency
○ Roles ● Normalize use of
○ Norms manipulatives to
○ Groupwork encourage their use
Feedback/ as a valuable math
Participation Quiz tool.
● Offer extension
activities to all
● Assign competence to
individuals/groups for
authentic, valuable math
contributions

Provide Multiple Means Provide Multiple Means of Provide Multiple

of Engagement Representation means of Action and

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UDL Guidelines in Math https://docs.google.com/document/d/e/2PACX-1vTwrF8GW46SN6...

● Affective ● Perceptive Network Expressions

Network ● What of Learning ● Strategic
● Why of ● Resourceful, Network
Learning knowledgeable learners ● How of
● Purposeful, Learning
motivated learners ● Strategic, goal-
directed learners
Internalize: Provide options for self- Provide options for Provide options for
Student led regulation comprehension executive functions
Expectations and beliefs Activate background knowledge Guide Goal setting
Use coping skills Highlight big idea Support Planning
Develop self-assessment Guide information processing Enhance monitoring
& reflection Maximize transfer & progress
generalization
● Discuss and ● Use math tasks to
promote growth ● Use Math Notebooks to provide opportunities
mindset have students make for students to make
● Use Math connections between decisions about
Notebooks to reflect concepts/representations tools,
on learning ● Provide opportunities for representations, and
● Regularly provide individuals/groups to use strategies
opportunities for the 3-Read Protocol when ● Provide
individuals/groups to needed to support opportunities during
reflect on math norms comprehension of text the Explore for
● Provide ● Make manipulatives students in groups to
conversation frames available at all times so make connections
to promote group students may use them to between different
discussion and make connections and strategies and
participation using justify their thinking. representations
academic language. ● Provide anchor chart for ● Provide
students to reference as opportunities for
needed students to use Math
● Use pocket questions Notebooks or
informed by the posters to organize
progressions to activate and present thinking
prior knowledge or to ● Provide open
extend and make deeper access to graphic
connections organizers
● Use math tasks to provide ○ Ten frames
opportunities for students to ○ Place value
transfer learning to novel charts
situations ○ Graph Paper
○ T-Charts
○ Number Lines
● Provide
opportunities to re-
engage with content
and revise work.

SFUSD Math, March, 2019

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