Supporting Diversity through 21st Century Teaching and Learning

UDL Lesson plan
Lesson Overview
Title: Learning About Fractions
Author: Nick Tsikitas
Subject: Math
Grade Level(s): 5
Duration: 45 Minutes

Unit Description
Students will have an understanding of fractions
State Standards
  CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
(Common Core State Standards Initiative, 2021).
Goals
Unit Goals: 

1. Ensure that students deepen their understanding of the meaning of fractions.
2. Ensure that students are able to add and subtract fractions with a common denominator.  
   Lesson goals: 
3. Ensure that students are aware of fractions and their application in everyday life
4. Understand how fractions can be used to express a portion of a whole number. \

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3. Students should be able to solve math problems on fractions using their smartphones,
   tablets, and laptops by playing a turtle game.
   Methods
   Anticipatory Set:
   Students will engage in a discussion revolving around fractions. The instructor will ask them
   what they understand about fractions. The instructor will also discuss the real-life applications
   of fractions. The activities are aimed at generating the interest of the learners and introduces
   the goals of the lesson.  
   Introduce and Model New Knowledge:
   The instructor will supply students with materials that relate to the goals of the lesson.
   Students will be provided with circles and rectangles. The circles and the rectangles will be
   divided into different parts. The teacher will explain that the circle or the rectangle represents
   a whole.  The teacher will then explain that each part represents a fraction of the whole. The
   teacher will post different fractions on the smartboard and ask students what they can see.
   Provide Guided Practice:
   Students will be divided into groups of three.  Once the groups are properly constituted, they
   will identify shapes divided into different equal parts. They will begin with a circle divided
   into two equal parts. They will then proceed to a circle divided into three equal parts. Finally,
   they will explore a circle divided into four equal parts. The next step will be to shade a part of
   a circle.  They will then be tasked to identify the fraction of the shaded parts. First, students
   will identify how many parts each rectangle and circle are divided into. They will then proceed
   to identify one shaded portion as a fraction of the total number of parts in the circle. The
   teacher will explain that the shaded parts are fractions of the whole circle.  The teacher will

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explain the concept of numerator and denominator.                                       
Provide Independent Practice:
Each student will be given a fraction card and then find the student with the equivalent
fraction.
Each student will complete an assignment on Turtle using their smartphones, tablets, or
laptops. The game will proceed to higher levels upon successful completion of the first level.
Wrap-Up
Fractions is one of the critical areas in understanding math content for third graders.
As a result, in preparation for this lesson, I chose to engage students using techniques such as
differentiation, modeling, and journaling. 
Through observation, class discussion, and answering questions, the lesson objectives will be
achieved 
Assessment
Formative/Ongoing Assessment:
Ask students to give examples of when we use fractions in real life, either at home or in the
classroom. (By doing this, I will be assessing 21 st -century skills related to life and career skills,
students will relate learned content to real life and explain how the two relate or instance sin
real life when they use or apply knowledge on fractions).
 Ask students to give examples of fractions that are equivalent. For example, one-half is
equivalent to three-sixths
Use Turtle and ask a student to perform tasks provided in the program using their laptops,
smartphones, or tablets.
Summative/End of Lesson Assessment:

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Ask students to identify items in their homes that could be divided into fractions. They should
then draw the items or objects such as a loaf of bread or pizza. They can also take a picture
and share it with the rest of the students.
They should show the fractions or the number of parts that the item identified can be divided
into. 
Materials
Other Resources
Task cards
Math notebooks
 Notecard pairs
Tablets, laptops, and smartphones.

Summary
I chose to redesign a UDL lesson plan and incorporate 21 st -century concepts and skills.
Other than delivering curriculum content, the modern-day teacher is tasked with incorporating
21 st -century skills in their lessons to ensure that students not only learn the curriculum content
but also acquire 21 st -century skills. This can be done in various ways as provided for within the
21 st -century framework. For this assignment, I redesigned a previously done lesson to incorporate
21 st -century themes such as collaboration and communication, information media and technology
skills, and life and career skills. I redesigned the UDL lesson plan and introduced new concepts
and support systems related to 21st-century skills, themes, and concepts.
Summary of modifications (modifications are included within the lesson plan)

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Goals: on the previous lesson, I had not included technology use and mastery as part of the
instructional objectives and goals. However, now that the lesson is aimed at enhancing mastery
of 21st-century skills, technology literacy is important. Thus, I included gamification, where
students will play a game using their technological gadgets, tablets, smartphones, or laptops to
solve math problems related to fractions. Thus, I had to include an objective based on technology
use. PLO one enhances the use of a variety of experiences and strategies to elicit evidence of
learner growth. The mastery of the added objective will provide evidence of technology literacy.
Methods used: in the introduction, I introduced the use of the smartboard. This is an assistive
technology that is useful in enhancing learner engagement. I also included the use of games
under the independent practice part. Each student will access the game independently using their
devices. I will be able to monitor their progress on my tablet. I will be able to identify students
that need scaffolding and tailored instruction. This modification aligns with PLO’s six that
entails confidence, competence, and purpose on the use, consumption, creation, and
communication of ideas using technology. Students are in the 21 st -century skills, and their use
and mastery of technology skills are key both in the classroom and in the real world. Also, the
use of the smartboard helps enhance collaboration and communication during the lesson as it
helps enhance student engagement during the lesson.
Assessments: I included an assessment on technology use to solve math problems on fractions.
This modification is aimed at ensuring that students not only acquire mastery of solving fractions
on their notebooks, but they can do so using smartphones, tablets, and laptops and demonstrate
mastery of the content as well as the technology-related skills. This modification aligns with
PLO’s one and six. I introduced challenging and diverse learning experiences by introducing the

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concept of gamification. I also enhanced the consumption of digital content by using online
games to teach fractions.
Reflection
The process of redesigning the UDL lesson plan was insightful and challenging at the
same time. First, I learned how to accurately use incorporate 21 st -century skills, content, and
themes within my instructional plans. I also realized that this could be done concurrently as I
deliver instruction. 21 st -century skills do not have to be taught as distinct units. I can teach the
themes and skills simultaneously during the lesson. Also, I learned ways through which I can
stretch and challenge the cognitive abilities of my learners by incorporating additional themes
that enhance the applicability of learned content. Such themes are useful in making the content
relevant to the real lives of the students.
However, the process of designing was not an easy one. I encountered challenges in
identifying the appropriate technology tools for students in fifth grade. For instance, the Turtle
program that I selected allows for graded activities. The teacher is able to select the topic and
grade level of the learners. The content provided thus is thus appropriate to learners depending
on their grade and consequent cognitive abilities. However, achieving this was tasking. Most
programs that I was identifying were providing tasks and games that were above the ability level
of students in the fifth grade.
Another challenge was on matching or aligning the modifications that I had made to the
PLO’s from my master’s program. The redesigning was for grade five learners. My master’s
program PLO’s were for an advanced level of learners. Matching the two was quite a task. I,
however, managed to align and show how the modifications that I made are evidence of my
mastery of PLO’s from my master’s program. I was also able to demonstrate how the

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modifications were aligned to the 21 st -century themes, as well as how they enhance mastery of
the different themes and concepts. The process of redesigning has helped change how I will
prepare my lesson plans in the future.

Folio link
https://portfolium.com/entry/edu-696-week-1-assignment-20

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References

Common Core State Standards Initiative. (2021). Grade 3 » Number & Operations—Fractions¹ »
Develop understanding of fractions as numbers. » 1 | Common Core State Standards
Initiative. Retrieved 1 March 2021, from
http://www.corestandards.org/Math/Content/3/NF/A/1/