Cassandra Toussaint

4/3/2014
UDL Lesson Plan 3 SPED 245

Math: Geometry: Area of a triangle
Topic: All about me!
CC Standard 6.G.A.1 solve real-world and mathematical problems involving area, surface
area, and volume. Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other shapes; apply
these techniques in the context of solving real-world and mathematical problems.

Behavioral Objective: This lesson will connect students previous knowledge about the area of
rectangle with the area of the right triangle through music. Students will be able to conclude the
area of a right triangle by first determining the areas of the rectangles and squares, derive an area
formula for triangles, and use the area formula to calculate the triangle.

Material:
Facebook status sheet
Dry eraser white board
Rulers
Flocabulary video area of a triangle
Challenge questions computer base
Printable Lyrics to the song
Exercise activity sheet
Procedure:
Activating Prior Knowledge: Prior to this lesson, students need experience in measuring
squares and rectangles and calculating their areas. As a warm-up, have students measure at least
square and one rectangle found within the classroom, record its dimensions, and calculate the
area of each. For example, they could measure floor tiles, windows, chalkboards, bulletin boards,
desktops, shelves, and so forth. Challenge them to measure as many different shapes as possible
and report back to the class. The teachers will goes over the warm-up to prepare students for
todays lesson.
Student will then be given their routine facebook status sheet; the focus question of day is Do
you know what the formula is to the area of a triangle? Once status sheet is complete teachers
let some of the students share their answers with the class.

Modeling: The class will watch a short music video called area of triangle on
flocabulary.com. On this site students will be able to determine if the answers they have written
on their facebook status sheet is correct or incorrect. Flocabulary introduces the formulas for the
area of a triangle through hip-hop music. Students will learn how to find the base and height of a
triangle in order to find the area and also demonstrate why the area is calculated this way. The
teacher will discuss the video; focus questions like, did they like or dislike the video; and what
did students learn from the video? The teacher will model how to find the area of the same angle
student receive in the status sheet, by using the dry eraser white board to demonstrate how to
calculate the triangle.
Guided Practices: student will return to the Flocabulary website to will complete the challenge
questions; use the area formula to calculate the triangle, with teachers assistance.

Independent Practice: Shortly after, student will complete and independent exercises
worksheet. For each triangle given students will calculate to find the area. As a supporting aid
student will be able to use the hip-hop video to remember the formula. The teachers will be
walking around to assist any students who need any help.

Assessment:
Teacher will assess student assignments through assisting learners use the area formula to
calculate the triangle. Teacher will also collect the independent practice activity sheet; to
determine if each student fully understood and successfully completed the worksheet.

UDL
Multiple means of representation:
1.3 Option that provide alternative for visual information- The teacher presents the lesson using
videos to introduce the lesson giving detailed information on how to find the area of a triangle.
3.3 Options that guide information processing- students were able to successfully take the
transformed information given in the Flocabulary about areas of triangle, to process skill and
concept of calculating the areas of a triangle.

Multiple mean of engagement:
5.3 Options in the scaffolds for practice and performance- As student develop the target skill area
of an triangle, student have the scaffold of using the Flocabulary website and teachers
demonstration as an graduated support to assist them as they practice and develop independent
practice.
6.3 Options that facilitates managing information and resources- teacher presents weekly
Facebook states sheets, to add in their memory book all about me. Each week students write
about the mood they are currently feeling, and the focus question of the day. The worksheet is
embedded and become a systematic for the students every week. The questions are a guide to
what the lesson is based on and provides group discussion amongst the class.

Multiple means of expression:
7.2 Options that enhance relevance, value and authenticity- individuals are engaged by
information and activities that are relevant and valuable to their authentic interests and goals.
The interest of my students is hip-hop music, so Flocabulary intertwined learning with their type
of music. Using the strategy of music and technology enhance student understanding.
8.3 Options that foster collaboration and communication- Teacher ask students their feedback
from the lesson to encourage perseverance, help students focus on development of efficacy in the
formula, and encourage students to practice the area of a triangle. Flexible grouping is a
hallmark of the class. Teachers design instruction to allow all students to work with a variety of
peers over a period of days. Guide Practice activity student can work with a peers to the
complete the challenge questions; use the area formula to calculate the triangle, with teachers
assistance.