Universal Design for Learning Unit and Reflection-Harper 1

Universal Design for Learning Unit and Reflection

Kaylee Harper

Georgia Southern University

ITEC 8231

Dr. Kim
 Universal Design for Learning Unit and Reflection-Harper 2

Teacher: Kaylee Harper

Course: Mathematics

Grade Level: 3rd Grade

Schedule (Regular or Regular

block?):
Estimated time to teach 5 days, 1 hour and 20 minutes per day whole group

unit:

School & System: Sand Hill Elementary School- Effingham County

Date: 07/10/2022
Unit Title:
Which standards will be taught in this unit?
Include # and entire standard
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and subtraction.
 Universal Design for Learning Unit and Reflection-Harper 3

What do you want students to know, be able to do, and understand at the end of this unit?

Students will UNDERSTAND Students will BE ABLE TO: Students will KNOW:
THAT:
What “big ideas” do you want your What will students DO that will lead What do the students need to KNOW
students to remember long term? them to understanding? to be able to do the DO things in the
(Think Critical Thinking Skills) DO column? (Keep to a minimum…not a
- Students will be able to - Students will be able to add within wish list and not the focus of the unit.)
understand how to add and 1000 using place value. - Students will know place value
subtract within 1000 using place - Students will be able to subtract (ones, tens, hundreds)
value. within 1000 using place value. - Students will know how to add
- Students will be able to - Students will be able to add and and subtract small integers.
understand the different subtract within 1000 using
algorithms they can use to add different algorithms.
and subtract. - Students will be able to use the
- Students will be able to relationship between addition and
understand that addition and subtraction to solve problems
subtraction have an inverse within 1000 and check their work.
relationship.

How will you know they learned the above? Please incorporate technology tools to assess
student learning.

Assessments:
Formative (Informal): Google form exit ticket each day. Students will complete an exit ticket
each day that covers a few questions based on the material we learned that day. It will also
have a rating scale at the end that will ask how confident they feel in that particular
content. Group discussions in class and on google classroom,
 Universal Design for Learning Unit and Reflection-Harper 4

Summative (Formal): Students will be in small groups and present three different methods to
solve an addition or subtraction problem using the Powtoon platform, poster or Canva.
 5

Unit Essential Question:

● I can add within 1000 by using an algorithm or strategy based on place value.
● I can subtract within a 1000 by using an algorithm or strategy based on place value.

Unit Title & Concept:

Title: Adding and Subtracting Within 1000
Concept: Adding and subtracting within 1000 using algorithms, place value and the relationship between
addition and subtraction.
 6
Key Vocabulary:

● add: to combine numbers

● subtract: taking one number away from another
● place value: the value of each digit in a number
● algorithm: a set of steps that can be used to solve a problem

List of Technology:

● Google form
● Google Classroom (journal responses possibly as a google classroom discussion)
● Kahoot
● Plickers
● Youtube
● Vimeo
● Powtoon
● Toy Theater
● Brianpop
● Quiziz
● Nearpod
● Polls everywhere
● Animoto
● GoSoapBox
● BackChannel Chat
● Math Playground
● Glogster
● Canva
● Rubistar
7
 Authentic Culminating Assessment

EQ: How can you use one of the methods you learned to add or subtract within 1000?

Target Learning Goals

(What learning/understanding will your students be demonstrating? See Clarified Learning Goals.
Students will demonstrate an understanding of adding and subtracting within 1000 by using their
desired method.

The Task/Activity:

Students, in small groups, will pick three methods of solving an addition or subtraction problem and present them to
the class using Powtoon,poster or Canva presentation. (This will be one method per student in the group.)

Students will be given the problem to solve and they will then each come up with one strategy that could be used to
solve the problem. They will record a Powtoon video of each of them showing the method, create a poster and present
it or use Canva to create a presentation.

Critical Thinking Skill(s) Included

-Students will analyze the different strategies they have learned to solve addition and subtraction
problems within 1000.
 9

-They will use problem solving skills to determine the best strategy to use as well as to create their
presentation.
-They will communicate what they have learned and the solution to their given problem through a
presentation of their choice (Powtoon, poster or Canva).
 Launch Activity
(…for entire unit!)

How will you create interest? (Hook)

How will you link knowledge? (Link)

To get students interested in the content we will complete a kahoot. It will be

addition and subtraction review from second grade. During this time the
teacher will be able to assess where her students are and what strategies they
already use when solving the problems.

After each question the teacher will pause and allow students to share what
they answered and how they got to that answer. They will discuss as a class
the different strategies they used.

At the end of this activity the teacher will connect it to the current content by
explaining that their are many different ways to solve addition and subtraction
problems and that this year we will be solving problems within 1000. The
teacher will then have them write in their response journal (on google
classroom) all the ways they can think of to solve addition and subtraction
problems as well as a goal for the new content.

(This may be a separate activity, the activating strategy from a lesson or a

lesson itself, or simply telling a story or reading a short story…)
 12

__Day 1__ New Learning/Acquisition Lesson Plan

(New knowledge/information or skills)
Subject: 3rd/Mathematics: Addition and Subtraction within 1000
(Grade level/Content)
QCC(s/GPS:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Learning Goal(s):
(What do you want them to know and/or do?)
Students will be able to add and subtract using place value.

Essential Question:
(Go straight to planning your Summarizing…Remember Backwards Design…)
How can I solve and addition or subtraction problem within 1000 using place value?
Activate Learning:
(KWL, Word Maps, Word Splash, etc)
Students will watch a youtube video on the content and then complete a KWL
in their response journals (on google classroom). This will be followed by a
group discussion at their table.
Teaching Strategies:
(Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic
Organizers, Mnemonics, etc)
The lesson will begin with a whole group discussion followed by the teacher giving a whole group
lesson. The class will follow along using a graphic organizer to take notes.(This will be the same
organizer throughout the whole week and they can decide whether to do an electronic graphic
organizer or paper) Students will then break off into groups to try the content followed by an
independent practice. Anchor charts will also be used throughout the week to display the content as
a reminder of what they have learned.

Scaffolding and/or Differentiation: Remember to identify your differentiation component.

Provide evidence of planning for differentiation of content, process or product to meet the varied
needs/strengths/interest of your students.
There will be a lot of classroom discussion about the content at hand where the teacher will
be talking with students as a class as well as individually while walking around the room. This
 13

will allow the teacher to address any confusion or questions that need to be addressed while
they are practicing.
Students will also be using graphic organizer and anchor charts to keep track of their
thoughts and the content that they have learned. They will be able to look back at these
resources throughout the week to remind themselves of the different strategies and ideas.
Students will also be getting manipulatives both in class as well as online technology
resources and manipulatives that they can use to solve the problems.
Summarizing:
(Used as informal ‘assessment’—Answers EQ—TOD, 3-2-1, etc…
How will you know they learned what you wanted them to learn in the lesson? Can they answer the EQ?)

Students will answer the essential question using a ticket out the door on a google form, or a paper version.
This will also ask them how they felt about the content by rating themselves on a scale from 1 to 5. They will
also set a goal for the week.

What (Multiple means of representation)

Students will engage in whole group and small group discussions as this allows them to hear and see
different ideas and strategies from different sources. They will also watch videos to get another
example form.

Students will turn in a notes sheet that is a graphic organizer of the place value strategy that will be
used all week to fill in the different strategies so that they can see them side by side. This is electronic
as well as paper depending on how the students prefer to do it.

Students will communicate orally by talking with their group and to the teacher about how they
solved the problems throughout the day. To communicate students may talk orally or through google
classroom.

How (Multiple means of action and expression)

Students will watch the teacher demonstrate the strategies for the day, as well as have an opportunity
to solve them on their own using both hands-on manipulatives and technological manipulatives
online. Students will be able to talk among their group and share ideas on how they are working
through the problems.

Students may complete the exit ticket on paper or through Google forms.
Why (Multiple means of engagement)

Students will engage in whole group and small group discussions as this allows them to hear and see
different ideas and strategies from different sources. They will also watch videos to get another
example form. Students will use online manipulatives as some students find computers to be an
easier platform to use than the classroom manipulative such as base-ten blocks. They will also have
an opportunity to set goals and see their progress from the KWL charts at the beginning of the
lesson. The exit tickets will be a good way for them to see their growth and what they need to
 14

continue working on. The teacher will use real world problems when giving examples as well as in
their assignments.

Keep in mind: For every 2-3 New Learning/Acquisition lessons you will want to plan 1 (one) Extending/Refining Lesson.

Acquisition lesson should contain only the new knowledge or skills that the students need to be able to complete the

Ext/Ref lesso
 15

__Day 2__ New Learning/Acquisition Lesson Plan

(New knowledge/information or skills)
Subject: 3rd/Mathematics: Addition and Subtraction within 1000
(Grade level/Content)
QCC(s/GPS:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Learning Goal(s):
(What do you want them to know and/or do?)
Students will be able to add using the addition algorithm.

Essential Question:
(Go straight to planning your Summarizing…Remember Backwards Design…)
How can I solve an addition problem within 1000 using the standard algorithm?
Activate Learning:
(KWL, Word Maps, Word Splash, etc)
Students will watch a Brainpop on the content and then complete a word
Splash on the Promethean Board as a class. We will then have a class discussion
about the words they decided to place on the board and how they relate to the
lesson.
Teaching Strategies:
(Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic
Organizers, Mnemonics, etc)
The lesson will begin with a whole group discussion followed by the teacher giving a whole group
lesson. The whole group discussion will start with a review of yesterday's lesson by looking back at
their anchor chart and graphic organizers. The teacher will then introduce the new content by
having the students go through a lesson she created on Glogster. The class will take notes using a
graphic organizer as they walk through the lesson (This will be the same organizer throughout the
whole week and they can decide whether to do an electronic graphic organizer or paper). Students
will then break off into groups to try the content followed by an independent practice. Anchor
charts will also be used throughout the week to display the content as a reminder of what they have
learned.
 16

Scaffolding and/or Differentiation: Remember to identify your differentiation component.

Provide evidence of planning for differentiation of content, process or product to meet the varied
needs/strengths/interest of your students.
There will be a lot of classroom discussion about the content at hand where the teacher will
be talking with students as a class as well as individually while walking around the room. This
will allow the teacher to address any confusion or questions that need to be addressed while
they are practicing.
Students will hear the new content from the teacher as well as explore it on the Glogster
lesson.
Students will also be using graphic organizer and anchor charts to keep track of their
thoughts and the content that they have learned. They will be able to look back at these
resources throughout the week to remind themselves of the different strategies and ideas.
Students will also be getting manipulatives both in class as well as online technology
resources and manipulatives that they can use to solve the problems. On eonline resource we
will be using will be Toy Theatre. This allows them to have online manipulatives if they would
like to use those instead of the classroom manipulatives.
Summarizing:
(Used as informal ‘assessment’—Answers EQ—TOD, 3-2-1, etc…
How will you know they learned what you wanted them to learn in the lesson? Can they answer the EQ?)

Students will answer the essential question using a QuizIz online platform created by the teacher, or a paper
version. It will have the essential question as well as three practice problems. This will also ask them how they
felt about the content by rating themselves on a scale from 1 to 5.

What (Multiple means of representation)

Students will turn in a notes sheet that is a graphic organizer of the addition algorithm strategy that
will be used all week to fill in the different strategies so that they can see them side by side. This is
electronic as well as paper depending on how the students prefer to do it.

Students will be using an online platform, Glogster, as well during this lesson to walk them through
the content for the day, as well as instruction from the teacher.

Students will communicate orally by talking with their group and to the teacher about how they
solved the problems throughout the day. This will also be done on online platforms such as google
classroom where we can have a class discussion through the webpage instead of in person. This will
allow some students to feel more comfortable sharing their ideas as they do not have to speak out
loud.

They will also communicate what they learned through the Quiziz online quiz at the end of the day.
 17

How (Multiple means of action and expression)

Students will watch the teacher demonstrate the strategies for the day, as well as have an opportunity
to solve them on their own using both hands-on manipulatives and technological manipulatives
online. Students will be able to talk among their group and share ideas on how they are working
through the problems. To share ideas students can talk amongst their group or communicate on
Google Classroom.

Students may complete the quiziz online or do the printed version.

Why (Multiple means of engagement)

Students will engage in whole group and small group discussions as this allows them to hear and see
different ideas and strategies from different sources. They will also watch videos to get another
example form. Students will be using an online platform, Glogster, as well during this lesson to walk
them through the content for the day. Students will use online manipulatives as some students find
computers to be an easier platform to use than the classroom manipulative such as base-ten blocks.
The quiziz at the end of the day will be a good way for them to see their growth and what they need
to continue working on.

__Day 3__ New Learning/Acquisition Lesson Plan

(New knowledge/information or skills)
Subject: 3rd/Mathematics: Addition and Subtraction within 1000
(Grade level/Content)
QCC(s/GPS:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Learning Goal(s):
(What do you want them to know and/or do?)
Students will be able to add using the subtraction algorithm.

Essential Question:
(Go straight to planning your Summarizing…Remember Backwards Design…)
 18

How can I solve a subtraction problem within 1000 using the standard algorithm?
Activate Learning:
(KWL, Word Maps, Word Splash, etc)
Students will complete a game on Math Playground on the content. This will be
a mix with addition and subtraction problems. We will then have a class
discussion about how they felt they did during the game they chose and how
they solved the problems (what strategies they used).
Teaching Strategies:
(Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic
Organizers, Mnemonics, etc)
The lesson will begin with a whole group discussion followed by the teacher giving a whole group
lesson. The whole group discussion will start with a review of the past two days lessons by looking
back at their anchor chart and graphic organizers. The teacher will allow the students to join in on
the instruction today. The teacher will do a quick overview of the content for the day (subtraction
algorithm) and then allow the students to teach the lesson. The students will be allowed to use the
Promethean board as well as their chromebooks to teach the lesson. To teach the lesson students
will come up to the board or present their work on their chromebook of a subtraction problem using
the standard algorithm. The teacher will assist as well. The class will follow along using a graphic
organizer to take notes (This will be the same organizer throughout the whole week and they can
decide whether to do an electronic graphic organizer or paper). Students will then break off into
groups to try the content followed by an independent practice. Anchor charts will also be used
throughout the week to display the content as a reminder of what they have learned.

Scaffolding and/or Differentiation: Remember to identify your differentiation component.

Provide evidence of planning for differentiation of content, process or product to meet the varied
needs/strengths/interest of your students.
There will be a lot of classroom discussion about the content at hand where the teacher will
be talking with students as a class as well as individually while walking around the room. This
will allow the teacher to address any confusion or questions that need to be addressed while
they are practicing.
Students will be doing the instruction along with the teacher today which will add some
variety to the presentation of the content. During this time students are allowed to present
the content however they like. This means using the Promethean board, chromebooks, paper
pencil, the LadyBug presenter, ect.
Students will also be using graphic organizer and anchor charts to keep track of their
thoughts and the content that they have learned. They will be able to look back at these
resources throughout the week to remind themselves of the different strategies and ideas.
Students will also be getting manipulatives both in class as well as online technology
resources and manipulatives that they can use to solve the problems. One online resource we
 19

will be using will be Toy Theatre. This allows them to have online manipulatives if they would
like to use those instead of the classroom manipulatives.
Summarizing:
(Used as informal ‘assessment’—Answers EQ—TOD, 3-2-1, etc…
How will you know they learned what you wanted them to learn in the lesson? Can they answer the EQ?)

Students will answer the essential question using a Nearpod online lesson created by the teacher, or a paper
version. Students will be rating themselves on how they feel they met the learning target based on the 1-5
scale we use at our school. One being I have no idea and 5 being I could teach this to someone else.

What (Multiple means of representation)

Students will turn in a notes sheet that is a graphic organizer of the subtraction algorithm strategy
that will be used all week to fill in the different strategies so that they can see them side by side. This
is electronic as well as paper depending on how the students prefer to do it.

Students will communicate orally by talking with their group and to the teacher about how they
solved the problems throughout the day. This will also be done on online platforms such as google
classroom where we can have a class discussion through the webpage instead of in person. This will
allow some students to feel more comfortable sharing their ideas as they do not have to speak out
loud. They will also be communication during the instruction portion of this lesson by presenting
their subtraction problem using whatever means they decide.

They will also communicate what they learned through the Nearpod online lesson at the end of the
day.
How (Multiple means of action and expression)

Students will watch the teacher demonstrate the strategies for the day, as well as have an opportunity
to solve them on their own using both hands-on manipulatives and technological manipulatives
online. Students will be able to demonstrate their understanding by showing the class how they
solved the problem. Students will be able to talk among their group and share ideas on how they are
working through the problems.

Why (Multiple means of engagement)

Students will engage in whole group and small group discussions as this allows them to hear and see
different ideas and strategies from different sources. They will also watch videos to get another
example form. Students will use online manipulatives as some students find computers to be an
easier platform to use than the classroom manipulative such as base-ten blocks. Students will help
present the content today as students of this age tend to be more engaged when they have peers
present the content. The Nearpod lesson at the end of the day will be a good way for them to see their
growth and what they need to continue working on.
 20

Day 4______Critical Thinking/ Extending/Refining Lesson Plan (What are

you going to have your students do with the new knowledge/skills they learned in the acquisition
lessons?)

Subject: 3rd/Mathematics: Addition and Subtraction within 1000

(Grade level/Course)

QCC(s)/GPS:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.

Learning Goal(s):
(What will they do with the knowledge or skills?)
(Compare/Contrast, Classify, Induction,Deduction, Error Analysis, Constructing
Support, Abstracting, Analyze Perspectives)
Students will be able to compare and contrast addition and subtraction.
Essential Question:
How can I solve an addition and subtraction problem using the inverse
strategy?

Beginning:
(Review, mini-lesson, etc)
The teacher will begin with a review on the strategies they have used so far to
solve addition and subtraction problems. The teacher will demonstrate some
examples, then allow some students to demonstrate. The teacher will use real
world examples during this time. They will look at the graphic organizer they
created individually through the week as well as the anchor charts in the
classroom. Students will complete a Polls everywhere quiz to see where they are so
far with addition and subtraction within 1000.
 21

Middle: Student Centered!!!

(Critical Thinking: Compare/Contrast, Classify, Induction, Deduction, Error
Analysis, Constructing Support, Abstracting, Analyze Perspectives)
Students will be given an addition problem within their groups and will have to
compare and contrast the subtraction problem that goes with it, as well as
determine a real life scenario to go along with the problem. They will present this
to the class using Animoto, a poster, or Prezi. The teacher will provide an example
presentation for the students to see as well as a rubric with all the requirements.
Students will be able to communicate throughout each other's presentations to ask
questions. To do this so that there are not a lot of interruptions they use the
platform called GoSoapBox. This allows them to click a button that says I am
confused. The teacher can then monitor how many students are confused and if
they need to stop and answer questions.

Differentiation: Remember to identify your differentiation component. Provide evidence of planning

for differentiation of content, process or product to meet the varied needs/strengths/interest of your
students.

Students will get direct instruction from the teacher as she walks through the
anchor charts and practice problems in the beginning of this lesson. They will get
an opportunity to do them on their own by using an online platform or a written
form to present their content. They will have classroom discussions during the
beginning of the lesson as well as when they are coming up with their presentations.

End/Sharing: (Whole group or small group)

At the end of the lesson the students will present what they have
learned by showing their Animoto, poster or prezi presentation to the
class and addressing any questions that their classmates or teacher
has. At the end they will fill out a response using Backchannel Chat.
They will say one thing they learned from the presentations, and one
question they have.
 22

_Day 5______Critical Thinking/ Extending/Refining Lesson Plan (What

are you going to have your students do with the new knowledge/skills they learned in the acquisition
lessons?)

Subject: 3rd/Mathematics: Addition and Subtraction within 1000

(Grade level/Course)

QCC(s)/GPS:
MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.

Learning Goal(s):
(What will they do with the knowledge or skills?)
(Compare/Contrast, Classify, Induction,Deduction, Error Analysis, Constructing
Support, Abstracting, Analyze Perspectives)
Students will be able to construct support on what strategy they used
to solve a given addition or subtraction problem.
Essential Question:
How can I solve an addition and subtraction problem within 1000?

Beginning:
(Review, mini-lesson, etc)
The teacher will begin with a review on the different strategies they learned that
week. They will look at the graphic organizer they created individually through the
week as well as the anchor charts in the classroom. They will do a short review of
kahoot that has the different strategies learned that week. They will discuss each
problem as a class after it is answered.
 23

Middle: Student Centered!!!

(Critical Thinking: Compare/Contrast, Classify, Induction, Deduction, Error
Analysis, Constructing Support, Abstracting, Analyze Perspectives)
Students will be given an addition and subtraction problem within their groups and
will choose what strategy they want to use to solve the problem. Each student in
the group of three will choose a different strategy to use and put into their
presentation. They will then have to explain the process they went through to solve
the problem. They will do this by creating a short Powtoon, poster, or Canva on
their strategies. The teacher will provide an example presentation for the
students to see as well as a rubric with all the requirements

Differentiation: Remember to identify your differentiation component. Provide evidence of planning

for differentiation of content, process or product to meet the varied needs/strengths/interest of your
students.

Students will get direct instruction from the teacher as she walks through the
anchor charts and practice problems in the beginning of this lesson. They will get
an opportunity to do them on their own by using which ever strategy they like as
well as using Powtoon, a poster, or Canva to present their content. They will have
classroom discussions during the beginning of the lesson as well as when they are
coming up with their presentations.

End/Sharing: (Whole group or small group)

At the end of the lesson the students will present what they have
learned by showing their powtoon, poster, or Canva to the class and
addressing any questions that their classmates or teacher has. At the
end they will fill out a response in their journal (on google classroom or
paper journal) about one thing they learned from the presentations,
and one question they have. They will also address whether or not they
met their goal they created on day one.
 24

Reflection

UDL Process

This unit is focused on the third grade standard of addition and subtraction within 1000.

With this unit students must learn different strategies to solve the problems. I felt the best way to

do this was with multiple means of representation and practice. When students are asked to

complete an assignment during this unit the teacher will have provided examples before asking

the students to start on the assignment. This will allow the students to see exactly what they are

being asked to do and they know what success looks like. Everyday of the unit consists of the

teacher modeling some portion of the new and previous content to the students. There is also one

other form, each day, of instruction so they are not only seeing the teachers examples. This may

be in the form of student instruction, videos, online games or online lessons. On days four and

five the students are creating presentations of the content. The teacher will provide examples as

well as a rubric, created by the teacher on Rubistar, for them to look at to know exactly what they

are required to do and again will provide them with an example or explanation of what a success

presentation would look like and consist of. Mueller states that, “We, of course, want them to be

able to use the acquired knowledge and skills in the real world. So, our assessments have to also

tell us if students can apply what they have learned in authentic situations” (2018). Having a

rubric as well as examples shows our students exactly what success should look like as well as

show us as the teacher what if they understand the material.

During the unit the students are allowed to express their thoughts, ideas, and examples in

multiple ways. I included a graphic organizer for them to use each day and they are allowed to

choose to make it digitally or on paper. They also are able to share their ideas in the classroom

during discussion in class, online and on paper. For example on day one they are required to
 25

share how they solved the problems, but to do this I allow them to decide if they want to talk in

their groups outloud or on google classroom. This way they feel comfortable sharing their ideas.

Lastly, I allow them to share their own examples in their own ways. During the lesson on day

three students are sharing their examples of the content using either the promethean board, or

their chromebooks. This allows them to pick which option they feel more comfortable with to

share their examples that are related to our learning goal for the day.

Each day there is an assessment that correlates to the learning goal. I have made these

different each day whether it be google form, quiziz, nearpod, or a paper version so that they feel

comfortable. The accumulating assessment at the end of the week is flexible in that it gives the

students options on how they want to complete it. They are allowed to complete a Pwtoon,poster,

or Canva of the material they have learned. To show me what they have learned, they are to

choose one of these forms of presentation to show the class how to solve an addition and

subtraction problem using one strategy of their choice from the week. This shows me if they

have learned to successfully solve an addition and subtraction problem within 1000. TEAL states

that, “UDL is designed to serve all learners, regardless of ability, disability, age, gender, or

cultural and linguistic background” (2010, p.1). Including multiple options for my students to

show me what they learned is the best way to serve the different learners in my classroom, along

with providing them with different instructional methods.

The learning goal for this unit is for students to demonstrate an understanding of addition

and subtraction within 1000 using their desired strategy. This goal is showcased in the final

assessment by the students demonstrating, through a presentation, an addition and subtraction

problem being solved using their desired method. The goal is simple and clear and written in a

way that my students can understand. This is the typical format for our goal and we always talk

about what it means before we get started with the unit. We go through any words they do not
 26

understand and break down the goal. One day one students also create their own goal for the unit

and on day five they come back to this goal to address whether they met the goal or not.

Students are able to determine the authenticity and relevance of this content on day four

the teacher uses real word examples to demonstrate addition and subtraction problems using the

methods they learned throughout the week and students are required to come up with a real

world example at the end of the lesson to go along with their problem they are solving. This

allows them to see from the teacher how they use these types of problems on a daily basis and

then it allows them to show that they understand this concept at the end of the lesson.

Students are given the opportunity to apply new knowledge to novel situations and

authentic experiences each day of the unit. They are building on the knowledge that they have

learned from the previous day by having discussions with their classmates and completing

assessments. By allowing them to communicate with one another they are gaining a skill and

knowledge they would not if they just worked independently. Sharing ideas and talking through

the content is something people do daily and it is a good skill to have. It also allows them to gain

more knowledge by talking through each others thought processes. I also believe that by

allowing them to choose their own way of presenting the knowledge they have learned and

integrating technology into the unit, they are gaining more skills that they can and will use in an

everyday setting.

Integration of Technology

TEAL states that to incorporate a UDL teachers must, “use materials such as online

resources, videos, podcasts, PowerPoint presentations, realia, manipulatives, and e-books” (2010,

p.2). This is why I believe that the UDL guidelines cannot be met without technology. In order to

reach all of your students you must provide multiple means of instruction and multiple forms for

them to respond with. In order to do this you must allow the use of technology in your
 27

instruction as well as their assessments. Novita and Herman (2021) found that using technology

can stimulate thinking and skills as well as increase their motivation. This correlates to the

meaning behind using a UDL. In order to meet the guidelines of a UDL you must integrate

technology so that all students are engaged and motivated to learn.

The “UDL provides a blueprint for designing goals, methods, materials, and assessments

to reach all students including those with diverse needs” (TEAL, 2010, p.1). It provides a

blueprint on how to teach using modern technology. I believe the UDL is about teaching and

providing that blueprint for teachers to reach all students in their classroom using multiple forms

of teaching and assessing, one of those being technology.

To complete this unit I used the backward design principles to design and assess the

lessons I created. While creating activities and instruction I made sure to include different ways

for my students to access the content. Everyday the teacher will present part of the content, as

well as some sort of technological aid to create another form of instruction. This may be an

online game, lesson platform or video. Carnaham (2014) found that both online games and

ebooks can be effective tools for the elementary classroom. This allows me to improve students'

comprehension by providing them with the materials in ways that make sense to them. Some

students learn better from technology or doing rather than a lecture. To achieve this I included

Neaarpod lessons, videos, online discussions and digital graphic organizers. This allows me to

improve students' comprehension because they are accessing the content in the way that best

makes sense to them.

Technology was used to keep students engaged in the lessons as well. To activate their

learning and get them excited about the unit I included a kahoot. Students of this age love online

games and this game allows me to see where they stand with addition and subtraction before we

start the unit while also exciting them and engaging them in the content. Batzogiannis (2018)
 28

completed a study that focused on the factor that the increase in mathematical skills can only be

increased by motivating students and keeping them engaged by having them compete against

each other. The study found that there was an increase in the scores of students who used

mathematical online games to practice. I allow my students on day three to complete a game on

Math Playground, not only to engage them in the lesson but also to access where they are so far

in the unit.

In this unit we have a lot of discussion opportunities. I allow students to talk to one

another face to face, over google classroom, and through presentations. On day four they can

even communicate if they are confused using the online program, GoSoapBox. Students can

show what method they prefer to communicate with. Some like to talk to one another in the

classroom while others like to communicate online so they do not have to speak. Some students

can get their thoughts across better by typing than they can speaking and that is why I allow for

them to use google classroom. Throughout the unit I may walk around and talk to students so

they have an opportunity to communicate orally with me and at some points in the lesson they

communicate with me through technology, like on days when they complete the google form to

tell me how they feel about the content.

Stacy (2017) found that students felt that having technology as an option for practice took

pressure off of them and it created a more positive outlook on mathematics. Technology within

my unit is used to help create autonomy and differentiation in my classroom.By allowing them to

choose how they want to present their content on day four and five they are establishing some

autonomy in the room. On day three they use technology to teach the class the lesson for the day

as well. By allowing them to decide what platform they perform best with it gives them an

opportunity to self assess. They have to think about how they have performed previously and

what worked best for them. This also allows for them to show what they know using flexible and
 29

individualized assessments. I allow them to choose each day whether they want to use

technology or another form. Hudson (2010) found that the use of technology improved basic

math skills in elementary students. By allowing students the opportunity to decide how they want

to show you what they learned it creates excitement and engagement within them. Technology

allows us to do that by giving them more options on how they can present and learn the content.

This is why I have incorporated many different technology platforms and devices in this unit.
 30

References

Batzogiannis, I., Hatzikraniotis, E., Papadopoulos, A., Papadopoulos, P., & Zoungouridis,

P. S. (2018). Using a math game to improve basic math skills. INTED Proceedings,

3310–3316.

Carnahan, M. (2014). The effects of on-line math games and e-books use on elementary

student achievement . Uni ScholarWorks, 1-37.

Hudson, S., Kadan, S., Lavin, K., & Vasquez, T. (2010). Improving Basic Math Skills Using

Technology. Saint Xavier University, 1-75

Mueller, J. (2018). Why Use Authentic Assessment? Authentic Assessment Toolbox. Retrieved

from http://jfmueller.faculty.noctrl.edu/toolbox/whydoit.htm

Novita, R., & Herman, T. (2021). Using technology in Young Children Mathematical

Learning: A Didactic Perspective. Journal of Physics: Conference Series, 1957(1),

1-11.

Stacy, S. T., Cartwright, M., Arwood, Z., Canfield, J. P., & Kloos, H. (2017). Addressing the

math-practice gap in elementary school: Are tablets a feasible tool for informal

math practice? Frontiers in Psychology, 08.

Teaching Excellence in Adult Literacy. Universal Design for Learning . (2010). TEAL Center
 31

Fact Sheet No. 2: Universal Design for Learning 2010, 1–3.