CAST’s Universal Design for Learning Guidelines – Educator Checklist
UDL Guidelines
Unit/Lesson: 6.RP.A.3d Conversion
with inches and centimeters
I. Provide multiple means of representation– Recognition Networks
1. Provide options for perception
 Offer ways to customize the display of information
 Offer alternatives for auditory information
 Offer alternatives for visual information
2. Provide options for language, mathematical expressions, and
symbols
 Clarify vocabulary and symbols
 Clarify syntax and structure
 Support decoding of text, mathematical notation, and symbols
 Promote understanding across language
 Illustrate through multiple media
3. Provide options for comprehension
 Activate or supply background knowledge
 Highlight patterns, critical features, big ideas, and relationships
 Guide information processing, visualization, & manipulation
 Maximize transfer and generalization
Your Ideas
Consider use of verbal measurements of the tangible
object being used.
Your Ideas
Whole class discussion on unit rate derivation and
structure of ratio
Ratio Tables encourage decoding of mathematical
notation.
Your Ideas
Lesson launch activity
Whole group discussion on patterns found between
conversions
Modeling use of measurement tools in the beginning
of the lesson; Use of ratio table to record information
Use of Ratio Table to record information gathered;
Predictions incorporated based on previous findings
II. Provide multiple means for action and expression - Strategic Networks
4. Provide options for physical actions
 Vary the methods for response and navigation
 Optimize access to tools and assistive technologies
5. Provide options for expression and communication
 Use multiple media for communication
 Use multiple tools for construction and composition
 Build fluencies with graduated labels of support for practice and
performance
6. Provide options for executive functions
 Guide appropriate goal setting
 Support planning and strategy development
 Facilitate managing information and resources
 Enhance capacity for monitoring progress
Your Ideas
Use of rulers and calculators; use of conversion tools
on internets
Your Ideas
Use of rulers, calculators, and ratio tables
Modeling how to measure built in to lesson; small
group work
Your Ideas
Use of ratio tables to develop strategy;
Encouragement to show and share work used to
solve the problem
Use of ratio tables
Teacher checks for understanding throughout
measurement activities and small group work.
III. Provide multiple means for engagement - Affective Networks
7. Provide options for recruiting interest
 Optimize individual choice and autonomy
 Optimize relevance, value, and authenticity
Your Ideas
Students choose objects to measure
Real world examples used for conversions;
Homework problem involves real-world situations;
discussion in lesson closure
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author
CAST’s Universal Design for Learning Guidelines – Educator Checklist
 Minimize threats and distractions
8. Provide options for sustaining effort and persistence
 Heighten salience of goals and objectives
 Vary demands and resources to optimize challenge
 Foster collaboration and community
Your Ideas
Discussion of use of estimation and reasonableness
when working on conversion problems
Varying levels of difficulty in questions posed
Small group work and whole group discussion
throughout lesson
 Increase mastery-oriented feedback
9. Provide options for self-regulation
 Promote expectations and beliefs that optimize motivation
 Facilitate personal coping skills and strategies
 Develop self-assessment and reflection
Your Ideas
Frequent check in points after each activity
Use reminders of estimation to assess one’s
solutions.
© 2011 by CAST. All rights reserved.
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author