Individualized Lesson Plan 1
Individualized Lesson Plan edTPA Assignment
Morgan Forehand
October 05, 2022
Liberty University
Individualized Lesson Plan 2
LESSON PLAN TEMPLATE (SPECIAL EDUCATION)
LESSON: MATH SYMBOLS
Subject/Topic: Math Symbols: Addition and Grade Level: 3rd grade adapted to a student
Subtractionwith a knowledge level of 1st grade
Lesson Structure or Grouping:Learning Segment Goal:
Whole Class ☐ Small Group ☐ 1:1 ☒Differentiate between the addition and
Other (specify): Click or tap here to enter subtraction sign and complete the task
text.
Resources and Materials: Teacher created Technology Connection: Teacher chosen
worksheet with 5 problems;software that reinforces lesson; Computer for
student to use; Audio and Visual aids.
STANDARDS
State: Third Grade Standards: 3.3 a). estimate and determine the sum or difference of two
whole numbers and b). create and solve single-step and multistep practical problems involving
sums or differences of two whole numbers, each 9,999 or less. First Grade Standard
Adaption: 1.6 Student will create and solve single-step story and picture problems using
addition and subtraction within 20
National: Click or tap here to enter text.
Objective:
Students will identify the addition and subtraction symbols;
Students will identify the meaning of addition and subtraction.
Students will differentiate between addition and subtraction symbols then complete the
problem as designated.
IEP Goal (if applicable):
Student will be able to identify the symbol and complete the addition or subtraction using
pictures and counters. Student will only be given math problems that add/subtract with
numbers below 10.
COMMUNICATION SKILLS
Receptive/Expressive Communication Skill: Student will answer with Add or Subtract due
to low vocal levels; Student will use a computer when needed to answer the math problems.
Communication Supports: Students can use a portable amplifier to communicate.
Essential Vocabulary: Addition, Subtraction, Symbol, Take Away, Add more, More, Less;
INSTRUCTION
Direct Instruction/Modeling: Using index cards, I will flash the symbols. When I show the
symbols, I will say keywords like it means “give or take”; “less or more”; Then I will model
with manipulatives the process that is happening.
Guided Practice: Students will be provided with just symbols to practice, then problems. The
information will be on the computer. The student has one-to-one support so the information
should be constantly modeled for the best comprehension.
Independent Practice: The student will be provided with problems on the computer. The first
level of problems will include pictures and audio assistance which will make it easier for her
to see and understand. The second level, a level based on the first results, will be provided
without audio, but will still be in large font so the student can see it.
Closure: The goal is met when the student can complete the problems without extra assistance
Individualized Lesson Plan 3
but may still use the manipulatives or pictures with a level of correctness of 70% or better. The
information can be revisited later in the year when the student has a higher numeral
comprehension level.
DIFFERENTIATION
Planned Supports to Foster Self-management/Self-monitoring of Progress, or
Maintenance and Generalization of Skills: The student guides the work and allows for the
pace to be set; Student will be told good job, correct, etc. to foster confidence. The student
uses a computer that can have a timer set for each question to encourage quickness.
Supporting Students with Special Needs: The assignments can be designed on a computer
and on paper so that all students can have the information customized.
Challenging Above-Average Students: Above-average students can be challenged by the
work being leveled to a higher numeral and limiting manipulatives and picture usage. Students
can be challenged to create and answer their own addition and subtraction problems.
Facilitating a Classroom Environment that Supports Student Learning: encouragement
to students even when the answer is wrong. “I see that you were close. How about I model this
for you this time and show you where the problem wanted you to go? Let us do it together”.
This vocabulary fosters confidence and allows for the student to know mistakes happen and
we can simply try again.
Extension: Students will be shown that the information is something we use every day
without realizing it. When you share with someone you are subtracting. When you pick up
things and are keeping a count you are adding. Real-world implications are necessary for
comprehension.
ASSESSMENT
Diagnostic/Pre-Assessment: Verbal overview of what is this symbol, what is that symbol;
Formative Assessment: Daily checks on understanding; both computer and with
manipulatives.
Summative Assessment: A quiz at the end that establishes comprehension level and tests
student’s verbal communication of what is happening. After the quiz ask the student: “What is
this one, can you show me a problem that you create?”
Individualized Lesson Plan 4
References
Education, V. D. of. (n.d.). English Standards. VDOE :: English Standards of Learning
Resources. Retrieved October 05, 2022, from
https://doe.virginia.gov/testing/sol/standards_docs/mathematics/
