Making Fractions Accessible with Universal Design for Learning

In this episode of Math, Universally Speaking, Ron Martiello reflects on a collaboratively designed fourth-grade lesson on equivalent fractions through the lens of Universal Design for Learning (UDL). He shares how intentional planning, precise academic language, and the strategic use of multiple representations helped students develop deep conceptual understanding of fractions.

Listeners will learn how tools like the Frayer Model, anchor charts, visual models, and structured discourse can activate prior knowledge, clarify vocabulary, and support repeated reasoning. Ron explains how moving deliberately from concrete visuals to symbolic equations empowered students to recognize patterns, test ideas, and understand why fractions are equivalent—rather than relying on memorized procedures.

This episode highlights practical teacher moves for supporting diverse learners, including English language learners and students who struggle with academic language, while maintaining high expectations and mathematical rigor. Through real classroom examples, Ron demonstrates how UDL principles can increase access, engagement, and student agency in elementary math instruction.

Whether you are teaching fractions, designing concept-based math lessons, or working to strengthen equity and accessibility in your classroom, this episode offers actionable strategies for building meaningful mathematical understanding.

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