UDL Lesson Plan #2

Teacher Candidate’s Name:

Holly Brighton-Szych
Date Created:
10/3/2022
Content Area:
Math
School:
Daysprings
Grade Level:
4-year-olds
Lesson Title:
Half to a Whole
Time:
35 minutes
Michigan Academic Standards: (include code and standard)
M.5: Simple Operations and Beginning Algebraic Thinking – Children begin to develop skills of sorting and
organizing information, seeing patters, and using information to make predictions and solve new problems.
Performance-Based Learning Objectives:
With multifaceted instruction students will be able to:
 Identify when a shape is split equally or when it is not split equally with 80% accuracy.
 Divide a whole lump of playdoh into two equal parts to share with a friend with 80% accuracy.
Materials: (Low tech, including number needed)
Teacher:
 Chart Paper (Fraction Anchor Chart with Equal/Unequal Sorting Graph)
 16 Index cards with 1 shape/card (heart, octagon, rectangle, square, and triangle). Each shape
will be divided by a dotted line equally or unequally.
 Pre-cut shapes that Match each index card (to be used when necessary)
 Tape
 Twinderella A Fraction Fairy Tale by: Corey Rosen Schwartz
 The Doorbell Rang by: Pat Hutchins
 Playdoh (4 cans, any color)
 6 Popsicle sticks
 4 Pie Playdoh Mats
 1 set of Divided Pie Example Cards (whole, half, third, quarter)
 Dry Erase Board & Marker
 Magnetic Names (1/student)
Students:
N/A
Technology: (High tech, mark all that apply; indicate if no technology is being used) N/A
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other:

Bibliography/References:

1
Michigan State Board of Education: Early Childhood Standards of Quality
https://www.michigan.gov/-/media/Project/Websites/mde/Literacy/Content-Standards/ECSQ_Pre-
K.pdf?rev=0343ae765f9a49668473215e9d3b519d
Schwartz, C. R. (2017). Twinderella: A Fraction Fairy Tale. G.P. Putnam's Sons Books for Young Readers.
Hutchins, P. (2014). The Doorbell Rang. Paw Prints.
Prior Learning Connections: (Background knowledge support)
Ability to identify things that are the same.
Interpreting fair as the same.
Differentiation/accommodations:

Visual Auditory Tactile

Preferred seating Preferred Seating Gloves/Tools for Playdoh
Manipulatives Visual Signals Fidgets
Verbal Indicators/Sounds Modeling Alternative Seating
Alternative Manipulatives

Special Concerns (including medical, behavioral, and/or environmental):

None
Assessment:
Formative:
Question of the day:
 Is this (3 dots) equal to this 3?
o Students will choose yes or no individually.
Observe/Interview for the following skills:
 Problem solving
 Splitting playdoh into equal parts
 Identifying equal parts and unequal parts
Summative:
Equal/Unequal Chart:
 Students will decide in their index card shows equal parts or unequal parts and place the
card in the correlating column

During Lesson:
Part 1: Engagement/Warm-up: (5 Minutes)
The teacher will invite the students to sit in a circle on the rug (routine action).
Once students are settled the teacher will introduce the question of the day (pre-assessment).
I have a question for you, is this (3 dots) the same as this 3?
Each student will be given an opportunity to place their name under the “yes” or “no” column under the
question of the day. Repeat the question and identify the “yes” and “no” columns as necessary. Once all
students have answered the question ask:
What do you think the word “equal” means?
Allow students to provide their definition of the word “equal”. Encourage students to think of “equal” as fair,
the same, matching, and/or alike.
Transition:
Before moving to the exploration ask:
Would it be equal for me to eat (number of students in the group) cookies and give you each zero
cookies?

2
After having discussed “equal” as fair students should recognize that this concept is not fair or equal.
Part 2: Instruction/Exploration: (5-10 Minutes)

If applicable, read one of two stories to the group.

 Twinderella (Higher Level): A tale of twin sisters who split everything equally.
 The Doorbell Rang (Appropriate Level): Splitting cookies equally between friends.
Depending on group rotation, ability level of students, and behavior observation, the story may be read entirely,
shortened, or removed altogether.
Before beginning the activity explain:
You are each going to have an opportunity (chance) to identify if two parts are equal or unequal. After
you’ve taken your turn, you may choose to play with the playdoh at the table or with another toy on the
shelves. I only have 4 cans of playdoh so you may need to share.
Introduce students to the index cards with pre-drawn shapes divided into equal or unequal parts. Provide each
student with an index card. Explain:
On your index card you each have a shape with a big line going through it, splitting your shape into two
pieces. Your job is to decide if the two sides of that shape are equal or unequal. When it is your turn,
you can come up to the board and place your card in one of two columns, the equal column, or the
unequal column (signal to the chart paper and the two columns). After you do that, you may go play.
Let’s try a few together. If the two pieces of the shape are equal say “equal” and do this move (make an
equal sign with both arms). If the two pieces are unequal/not equal say “wah,wah,wah”.
Hold up 2 or 3 index cards and allow the students to decide together if they are equal or unequal. Overly
exaggerate the movement and sounds that symbolize equal or unequal.
After completing a few together, call students to sort their shape into the column they believe is correct. If
students are struggling, supply them with the pre-cut shape that matches their index card. Students will then be
able to manipulate the two pieces separately and make a more precise guess.

Transition:
When most students have completed their sorting task remind students that there may not be enough playdoh
for each student to have their own can. Ask:
How could you make sure that every student who would like to play with playdoh has some? How can
we make sharing fair?

Part 3: After Lesson: (20-25 Minutes)

At the table have 4 cans of playdoh, pie shaped playdoh mats, divided pie example cards, and popsicle sticks for
students to manipulate, divide, and share.
Other Purposeful Toys Available:
Dramatic Play Pizza Maker with Toppings (Velcro slices to divide)
Magnetic Isosceles triangles (Create a whole shape that can be divided)
Dramatic Play Velcro Foods (Slice a whole in half or thirds)
Rectangles and squares in various sizes (Build a 1 large square with 4 smaller squares)

3
Notes/Reflections:
(To be completed by the teacher candidate as reflection AFTER implementation of the lesson)

Strengths of the Lesson:

The students did well with this lesson. The teacher directed content was quick yet affective. The
students utilized the idea of equal and unequal in their play correctly and frequently. Also, though not
necessary with any of the students, having the option to provide students their shape in two parts that
matched their index card (the pre-cut shapes that matched their index card) was a smart idea. Students
asked to work with the pre-cut shapes during their play time. Additionally, the incorporation of an
Anchor Chart with each lesson provides students with visual reminders of what they have done and
allows parents to see what their child is doing in school and how capable they are. Often, I find that
young students are greatly underestimated by parents/caregivers, some teachers, and other
professionals.
Areas for Growth:
Having multiple options when it came to the story was a great idea. The first group was engaged and
ready for the higher level Twinderella story. The second group was able to enjoy a shortened version of
that same story. However, the last two groups had limited attention. I chose to read The Doorbell Rang
to students who requested it but not as part of the instruction. The limited attention issues come from
many factors, specifically the time of day that I see the last two groups and group dynamics between
children.
Focus for next lesson:
The next lesson will incorporate shapes and higher order thinking.