USD/DLT Lesson Plan Template

Universal Design for Learning (UDL)

(multiple means of engagement, multiple means of representation, and multiple means of expression)

Name Kelli Brennecke

Subject: Mathematics
Grade Level 6th Small Group Instruction
I. STANDARD
CCSS.MATH.CONTENT.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.

II. INSTRUCTIONAL RESOURCES AND MATERIALS

A. Textbooks: Math workbook

B. Worksheets: N/A

C. Digital resources: N/A

D. Assistive technologies: N/A

E. Other

III. LESSON OBJECTIVE(S)

The student will be able to multiply decimals by using the standard algorithm,

an area model, and the lattice method.

Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Lattice Method Standard Algorithm

Area Model Decimals

IV. ASSESSMENT-

Informal (Formative) Check in for understanding after each step when using the
algorithm, areal model, and lattice method.

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 Formal (Summative) Students must solve and turn in the given problem on
multiplying decimals using their method of choice.

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

(Consider Universal Design for Learning (UDL)
multiple means of engagement
multiple means of representation
multiple means of expression

A. ANTICIPATORY SET-

1. Engage Students:
a. Sharing objective
Today we are going to work together to review how to multiple

decimals. On Monday Dr. Lemos taught us how to multiple decimals

using three different methods; the standard algorithm, the area model,

and the lattice method. Today we are going to work through a couple

problems using each method.

B. INSTRUCTION AND MODELING:

(Consider UDL: Multiple means of representation)

1. Introduce the first multiplication problem: 52.6 x 9.3 = 489.18

2. Instruct students to write down the problem and show their work in their math

workbooks. As the students write in their notebooks, write the problem on the

desk using a whiteboard marker.

C. GUIDED PRACTICE

3. Go through and solve the problem with students using the standard algorithm.

4. Next, work with the students to solve the same problem using an area model.

5. Lastly, use the Lattice Method to complete the same problem as a group.

E. INDEPENDENT PRACTICE: May serve as the summative assessment

(Consider UDL/ multiple means of expression)

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 6. Write the next problem for the students to solve on their own using the method
of their choice: 5.9 x 4.3 = 25.37

VI. INCLUSIVE PRACTICES: To support learning differences or specific student

needs for English Learning, IEPs, 504, GATE, (You may restate your
consideration for diversity above in engagement, instruction, and assessment.)

Conceptual Understanding (using models in addition to algorithm)

Color coding

Freedom of choice

(Pictures of work on the next few pages)

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and Number 2:

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