# 12.4: Components and features

- Page ID
- 87538

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### Identifying Components/Features

### Content

### Process

### Products

### Affect/Environment

UDL Guideline/Checkpoint |
Differentiated Instruction Features |

Provide multiple examples. | The teacher provides multiple examples throughout the lesson with multiple models, practice activities, and additional math problems. |

Highlight critical features. | The teacher highlights critical features of the mathematics by stopping and calculating, checking in with students, and modeling behavior. |

Provide multiple media and formats. | The teacher supports understanding by identifying patterns not only in text but also in the environment of the classroom, school, etc. |

Support background context. | Teachers analyze or pre-test students for key pre-skills and background knowledge. |

Provide ongoing, relevant feedback. | In cooperative groups, students may receive feedback from the teacher and from peers. |

Offer choices of content and tools. | Students are assigned to one of three groups tiered by difficulty; all students are working on the same task but with varying supports. |

Offer adjustable levels of challenge. | Varied supports in the working groups alter the level of independence and difficulty in solving the task. |

Barrier |
UDL Strategy |

Deducting/constructing numeric functions. | Provide different demonstrations or models of how to use the tools employed in the lesson. Provide scaffolds and prompt students in use of number patterns. |

Students write rules for mathematical patterns. | Provide alternative formats for students to express their interpretation of visual and representational patterns and the mathematical implications. For example, speaking, creating a diagram, numerical representations. |

Creating number patterns. | Consider background knowledge for students entering this mathematical problem. What range of supports could be made available to provide the informational knowledge so that students can focus on the problem-solving component? |