UDL Lesson Plan Template

Teacher Candidate’s Name: Grace Kalb

Date Created: February 21, 2021- Taught on March 28, 2023

Content Area: Mathematics

School: Siena Heights

Grade Level: 9th Grade

Lesson Title: Social Studies… World Math

Time: 25 – 35 Minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

MAS.M.9. A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a
viable argument to justify a solution method.

MAS.SS.9. P2.3 Know how to find, organize, evaluate, and interpret information from a variety of credible
sources.
Performance Based Learning Objectives:
 Learners will be able to …
 Performance based – conditions, target behavior, and criteria.
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

- In a 25-minute lesson, students will be able to identify each mathematician and what is
their famous discovery- at a 75% accuracy.

Materials: (Low tech, including number needed)

Teacher:
- Notes Outline that teacher candidate will provide.

Students:
- Pencil or pen
- Notes outline that teacher candidate will hand out.

Teacher Candidate attached Notes outline, PowerPoint, Jeopardy game, and jeopardy answer
key.

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Technology: (High tech, mark all that apply; indicate if no technology is being used)
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: (in APA format)

 Teacher research/planning
 Source of learning materials

Hatfield, G. (2008, December 3). René Descartes (Stanford Encyclopedia of Philosophy). Stanford.edu; Stanford
University. https://plato.stanford.edu/entries/descartes/
Clarke, D. (2015). Blaise Pascal (Stanford Encyclopedia of Philosophy). Stanford.edu.
https://plato.stanford.edu/entries/pascal/
Diophantus - Biography. (2020). Maths History. https://mathshistory.st-andrews.ac.uk/Biographies/Diophantus/
Fibonacci - Biography. (2010). Maths History. https://mathshistory.st-andrews.ac.uk/Biographies/Fibonacci/
Leonhard Euler - Biography. (n.d.). Maths History. https://mathshistory.st-andrews.ac.uk/Biographies/Euler/
Isaac Newton (Stanford Encyclopedia of Philosophy). (2007, December
19). https://plato.stanford.edu/entries/newton/
Prior Learning Connections: (Background knowledge support)
 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

This is an introductory lesson with the introduction of famous mathematicians.

At the end of the lesson there will be a review jeopardy game.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities

Accommodations:
- Modeling, teacher candidate will explain which the contribution each mathematicians
made and how it is important today.
Differentiation:
- The jeopardy review will be a fun way for students to compete about the information
they just learned. Students will be allowed to use their notes.

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

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 - N/A

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative: Teacher candidate will explain the famous mathematicians and their
discoveries and how it impacts us today in mathematics.

Summative: There is no summative assessment for this introductory lesson.

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: (1 minutes)

 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

“Okay let’s get started! Who here knows a famous mathematician? Give me a name?”

“Yes! What was their discovery? Good job! Yes, _____ discovered ______. Why is this important?” (FA)

Transition: (This is a bridging statement or question to help students connect what occurred during
Engagement to what will occur during Instruction/Exploration. It is NOT a direction or instruction.)

“Good! So today, we are going to talk about a few of the famous mathematicians who discovered the math we do
today!”

“Wat questions do we have?”

“Let’s get started!”

Part 2: Instruction/Exploration: (9)

 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to

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 justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

“We are going to start off with Isaac Newton.”

“Isaac Newton was an English mathematician and physicist. He formulated the laws of motion and universal
gravitation. He also is the discover of Calculus.”

“Can anyone name the three laws of motion that Isaac discovered? (FA)

“Good! So, the first one is, A body at rest will remain at rest, and a body in motion will remain in motion unless it
is acted upon by an external force.”

“The second one is “The force acting on an object is equal to the mass of the object times its acceleration. F=ma”

“And the third one is, “For every action, there is an equal and opposite reaction.”

“What Questions do we have?”

Okay, So we now have Diophantus.”

“Diophantus was a Greek mathematician sometimes known as 'the father of algebra'. He was also known for the
development of number theory and solving equations.”

“Like in all history, if you discovered something, you got to name it and most people named it after themselves…
This happens in math as well. This happens with the rest of the people in the lesson.”

“We have Blaise Pascal.”

“Pascal was a French mathematician who is famous for Pascal Triangle. Pascal's triangle is the triangular array of
numbers that begins with 1 on the top and with 1's running down the two sides of a triangle.”

“Can anyone tell me what the pascal triangle is used for?” (FA)

“Yes! We use it when we have more than 2 polynomials to multiply together.”

“How are we willing right now? Give me thumbs up/ down/ or on the side.”

“Great! So, now we have Fibonacci.”

“Fibonacci was an Italian mathematician who created the Fibonacci sequence.”

“The Sequence is 0,1,1,2,3,5,8,13.”

“Can anyone spot the sequence?”

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“Good job! Yes, 0+1=1, 1+1=2. You add the starting number and add the newest answer.

“Great! Now we have Leonhard Euler (1707- 1783)”

“Euler was a Swiss Mathematician who discovered the "e" number and calculated its value to 23 decimal places.
This irrational number is one of the most important numbers and that’s why it’s called the "Euler's number."

“What questions do we have?”

“We are moving on to our last mathematician…René Descartes.”

“Descartes discovered the Cartesian Plane. The plane consists of x and y axis where points can be plotted.”

“This is something that we use in math all the time.”

“What Questions do we have?”

“Great, now we are going to split up into 2 teams to play jeopardy.”

“Now that we are in groups, I am going to give you 30 seconds and pick a team name… GO!”

“Now, pick one person in your group to be the score keeper, They will keep score on the whiteboard”

“Okay, group 1 what’s your name?” “Now group 2”

“Score keepers, write your names on the board”

“You can use your notes.”

“For the rules, we will start with group one, you will pick a category and a price, you CANNOT choose over
$200.”

“Once the $200 is chosen in that category you can move on to $400”

“I will read the question and the person who choose the question will get 10 or 15 seconds to answer… They will
not be allowed to receive help from their teammates at first.”

“If the student gets the right answer, their team will get those points and we will have group 2 pick a category.”

“If the person who choose the category got it wrong, we will go over to group 2 and the next person will answer
be asked the same question”

“They will be given 10 – 15 seconds to answer, and they cannot get help from their teammates.”

“If both students get the wrong answer, we will open it up to everyone, first to answer gets points. Students must
raise hands!”

“When it comes to final jeopardy, both teams will wager and turn them into me before I reveal the final
question.”

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“When both teams have an answer, their score keepers will write under their score.”

“Just as a reminder, you can use your notes to help you!”

“What questions do we have?”

“Okay Great, Let’s get started!”

Transition: (This is a bridging statement or question to help students connect what occurred during
Instruction/Exploration to what will occur during After Lesson. It is NOT a direction or instruction.)

“Congratulation to the winning team!”

Part 3: After Lesson: (15 minutes)

Closure:
 Refer and tie back to course objectives
 One last quick assessment

“Make sure we put our notes in their binders, we will be using that notes outline for tomorrow’s assignment.”

“What questions do we have from today?”

“Great job today everyone!”

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)