DIFFERENTIATED UNIT PLAN MATH 1
Differentiated Unit Plan: Math Unit Plan Assignment
Kathleen Bradley
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Kathleen Bradley. Email:
kabradley2@liberty.edu
DIFFERENTIATED UNIT PLAN MATH 2
DIFFERENTIATED UNIT PLAN: MATH UNIT LESSON PLAN TEMPLATE
MATH UNIT: DAY 1
PRELIMINARY INFORMATION
Candidate Name: Kathleen
Bradley
Grade Level: 6
Candidate’s Endorsement:
Education Student
Central Focus: Understanding and Solving One-Step
Linear Equations
Subject: Computation and
Estimation
Learning Segment Theme: Algebraic Equations
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Virginia Standards of Learning (SOL)
6.13 The student will solve one-step linear equations in
one variable, including practical problems that require
the solution of a one-step linear equation in one variable.
6.14 The student will a) represent a practical situation
with a linear inequality in one variable; and b) solve one-
step linear inequalities in one variable, involving addition
or subtraction, and graph the solution on a number line.
National Standards Mathematics 6.RP.A.1
InTASC Standards InTASC Standard #2: Learning Differences
InTASC Standard #3: Learning Environments
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Given a one-step linear equation, the student will successfully solve it by isolating the variable
on one side of the equation with 80% accuracy.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Start the lesson by displaying a real-world scenario on the board. For example, "You have $50
to spend on shopping, and each item costs x dollars. How many items can you buy?"
Ask students to brainstorm strategies for solving this problem.
Relate the problem to the concept of equations, introducing the idea that equations help us find
answers to such questions.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
DIFFERENTIATED UNIT PLAN MATH 3
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Begin by defining a one-step linear equation as an
equation with a single operation (addition, subtraction,
multiplication, or division) involving one variable.
Present a simple one-step equation, such as 2x - 3 = 7,
and demonstrate step-by-step how to isolate the variable
x.
Use visual aids like algebra tiles or diagrams to illustrate
the process.
Guided Practice Provide students with additional one-step equations to
solve together as a class.
Encourage students to ask questions, discuss their
thought processes, and share their solutions.
Gradually increase the complexity of the equations,
moving from addition/subtraction to
multiplication/division.
Independent Practice Distribute worksheets with various one-step linear
equations.
Have students work independently or in pairs to solve
these equations.
Include equations with varying levels of difficulty.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Summarize the key steps for solving one-step linear equations.
Ask students to reflect on how solving equations can be used to find solutions in real-life
scenarios.
Emphasize the importance of algebraic skills in problem-solving.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Administer a pre-assessment consisting of one-step
equations to gauge students' baseline understanding.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During guided practice, observe and provide feedback to
students as they solve equations. Use this feedback to
adjust instruction.
Summative Assessment (matches Assign a set of one-step linear equations as homework.
DIFFERENTIATED UNIT PLAN MATH 4
the objective) Grade and provide feedback based on accuracy.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Introduce mathematical vocabulary such as equation,
variable, isolate, and solution.
Language Support(s) Provide sentence stems or language frames to help
students express their mathematical reasoning clearly.
Essential Vocabulary Equation, variable, isolate, solution
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Promote problem-solving skills, perseverance, and
collaboration.
Materials Whiteboard, markers, algebra tiles or diagrams,
worksheets, homework assignments.
Technology Connection Incorporate interactive online equation solvers or algebra
apps to reinforce the concept visually.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations
, etc.)
Target Student:
Matthew
Accommodation
:
Matthew, who has an IEP for visual impairment, will
receive enlarged print materials, tactile diagrams, and
additional time for completing tasks.
Target Student:
Kate
Accommodation
:
Kate, identified as gifted and talented, will be
provided with advanced equations and opportunities
for exploring more complex problem-solving
scenarios.
Target Student:
Jack
Accommodation
:
Jack, who has an IEP for attention difficulties, will
have access to a quiet workspace, frequent check-ins,
and visual cues to stay focused.
Target Student:
Jamie
Accommodation
:
Jamie, an English Language Learner (ELL), will
receive translated instructions and additional support
in understanding mathematical vocabulary.
Target Student:
Eli
Accommodation
:
Eli, who has an IEP for fine motor skills, will use
assistive technology, such as a tablet or voice-to-text
software, to complete assignments.
Target Student: Rachel, identified with dyslexia, will receive digital
DIFFERENTIATED UNIT PLAN MATH 5
Rachel
Accommodation
:
resources with text-to-speech functionality and color-
coded visual aids.
Target Student:
Missy
Accommodation
:
Missy, who has a 504 plan for anxiety, will have
access to calming strategies and additional time for
assessments.
Target Student:
Bryan
Accommodation
:
Bryan, who benefits from kinesthetic learning, will
have opportunities for hands-on activities and
manipulatives.
ELL Target Student:
Amir
Accommodation
:
Amir, an English Language Learner (ELL), will
receive translated materials, simplified language
explanations, and extra support in understanding
mathematical concepts.
Learning
Styles/Student
Engagement
To address various learning styles, I will incorporate visual aids,
manipulatives, written explanations, and verbal discussions during the
lesson.
For auditory learners, I will encourage group discussions and verbal
explanations.
For visual learners, I will use diagrams, charts, and equations displayed on
the board.
For tactile learners, I will provide hands-on activities and manipulatives.
Extension Advanced students like Kate will receive more challenging equations and
additional problems to solve.
For extension activities, students can explore real-world scenarios that
involve one-step linear equations.
DIFFERENTIATION/UNIVERSAL DESIGN FOR LEARNING EXPLANATION
Areas of Differentiation
Check any that apply
Universal Design for Learning
Check any that apply
☒ Content ☒Process ☒Product
☐Environment
☒ Representation ☒Engagement
☒Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Differentiation and Universal Design for Learning (UDL) were incorporated to ensure that all
students, regardless of their abilities or exceptionalities, can access and engage with the lesson
content effectively.
The accommodations provided align with individualized plans (IEPs, 504 plans) and
gifted/talented identification.
Visual, auditory, and tactile elements were intentionally included to cater to various learning
styles and promote student engagement.
Extension activities were designed to challenge advanced students and deepen their
understanding.
DIFFERENTIATED UNIT PLAN MATH 6
In summary, the lesson was planned to create an inclusive learning environment where every
student has an opportunity to succeed based on their unique needs and abilities.
Target Students
Struggling Offer simplified equations and additional guided practice.
Proficient Assign equations with varying degrees of complexity.
Advanced Introduce equations with fractions or decimals for an extra challenge.
Co-Teaching & Collaboration: Collaborate with special education teachers or co-teachers to
provide support for students with exceptionalities.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Textbooks, online math resources, worksheets
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal
Design for Learning. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 7
MATH UNIT: DAY 2
PRELIMINARY INFORMATION
Candidate Name: Kathleen
Bradley
Grade Level: 6
Candidate’s Endorsement:
Education Student
Central Focus: Understanding Ratios
Subject: Computation and
Estimation
Learning Segment Theme: Exploring Mathematical
Relationships
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Virginia Standards of Learning (SOL)
6.1 The student will represent relationships between
quantities using ratios, and will use appropriate notations,
such as a b , a to b, and a:b.
6.5 The student will a) multiply and divide fractions and
mixed numbers; b) solve single-step and multistep
practical problems involving addition, subtraction,
multiplication, and division of fractions and mixed
numbers; and c) solve multistep practical problems
involving addition, subtraction, multiplication, and
division of decimals.
National Standards Mathematics 6.RP.A.1
InTASC Standards InTASC Standard #2: Learning Differences
InTASC Standard #3: Learning Environments
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Building on our understanding of ratios from the previous lesson, students will be able to
apply ratios to solve real-world problems involving quantities and proportions with at least
80% accuracy on a set of problems.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
To initiate the lesson, you will begin by revisiting the previous day's learning. This serves as a
hook to engage students and build upon their prior knowledge. You will ask students to recall
what they learned about ratios in the previous lesson. By linking today's content to what they
already know, you are activating their prior knowledge and setting the stage for the new
material.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
DIFFERENTIATED UNIT PLAN MATH 8
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling I will review the concept of ratios, explaining the
notation a:b and how it relates to quantities. This
provides a clear model for students to follow.
I will then provide a new set of real-world problems
involving ratios, such as mixing ingredients and
calculating proportions. This gives students a practical
context for applying the ratio concept.
Guided Practice During guided practice, I will work through a few
problems as a class. This involves active participation
from students, as they join in solving problems together.
By encouraging students to think critically about the
steps required to solve these problems, I promote deeper
understanding and engagement.
Independent Practice Distribute an independent practice worksheet with a
variety of real-world problems.
Challenge students to solve these problems
independently, applying the ratio concepts they learned.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
I will discuss the solutions to the independent practice problems as a class. This provides an
opportunity for students to compare their solutions, identify any misconceptions, and learn
from each other's approaches.
By summarizing the key takeaways and emphasizing the application of ratios in solving real-
world problems, you ensure that the lesson ends with a clear understanding of the content.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
I will begin by reviewing the previous day's
understanding, ensuring that students have a foundational
grasp of ratios.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During guided practice, I will monitor student
engagement and understanding, providing immediate
feedback and clarification as needed.
Summative Assessment (matches The summative assessment will evaluate students based
DIFFERENTIATED UNIT PLAN MATH 9
the objective) on their performance on the independent practice
worksheet, which aligns with the learning objective.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) The primary language demand in this lesson is
understanding mathematical terms and notations related
to ratios and proportions. Students should be able to
interpret phrases like "a to b," "a:b," and "ratio," as well
as understand the context in which these terms are used
in word problems.
Language Support(s) To support students' language needs, you will provide
clear explanations using accessible language. Visual aids,
such as diagrams and illustrations, will accompany
verbal explanations to enhance understanding. Encourage
students to ask questions and engage in discussions about
the terminology used.
Essential Vocabulary Ratio
Proportion
Notations (e.g., a:b, a to b)
Equivalent ratios
Word problems
Independent practice
Guided practice
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education You can incorporate character education elements by
encouraging students to work collaboratively during
guided practice. Emphasize the importance of teamwork,
active participation, and respectful communication when
solving problems together. Highlight the value of
perseverance and a growth mindset, reinforcing that
mathematical challenges can be overcome with effort and
practice.
Materials Worksheets, real-world examples.
Technology Connection NA
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
Target Student:
Matthew
Accommodation
Provide additional one-on-one support and use
concrete visual aids (manipulatives or drawings) to
help Matthew grasp abstract concepts.
DIFFERENTIATED UNIT PLAN MATH 10
gifted and
talented,
accommodations
, etc.)
:
Target Student:
Kate
Accommodation
:
Offer Kate extended time to complete assignments
and assessments, allowing her the opportunity to
process information thoroughly.
Target Student:
Jack
Accommodation
:
Provide Jack with a scribe or allow him to use speech-
to-text software to complete written assignments, as
this supports his specific learning needs.
Target Student:
Jamie
Accommodation
:
For Jamie, incorporate more hands-on activities and
real-world examples to make abstract concepts more
tangible.
Target Student:
Eli
Accommodation
:
Eli may benefit from having a peer mentor or buddy
system in place, where a classmate assists him with
understanding and completing tasks.
Target Student:
Rachel
Accommodation
:
Offer Rachel advanced enrichment activities to
challenge her beyond the standard curriculum,
keeping her engaged and motivated.
Target Student:
Missy
Accommodation
:
Missy can benefit from clear and concise written
instructions and a structured routine to help her stay
organized.
Target Student:
Bryan
Accommodation
:
Bryan may require frequent breaks and opportunities
for movement during lessons to help him maintain
focus.
ELL Target Student:
Amir
Accommodation
:
Amir, being an English Language Learner (ELL),
should receive language support through visuals,
translated materials, and opportunities for peer
collaboration.
Learning
Styles/Student
Engagement
Incorporate hands-on activities for kinesthetic learners.
Use visual aids for visual learners.
Encourage verbal discussion for auditory learners.
Extension Provide additional challenging problems for advanced students.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
☒ Content ☒Process ☐Product
☐Environment
☒ Representation ☒Engagement
☐Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
DIFFERENTIATED UNIT PLAN MATH 11
and evaluate students the way you did? What was the reason for your decision?
Struggling Visual aids and simplified instructions will support struggling students in
understanding the concepts better.
Proficient Challenging problems will deepen the understanding of proficient students
and provide opportunities for further exploration.
Advanced Complex problems will engage advanced students and allow them to delve
into advanced ratio concepts.
Co-Teaching & Collaboration: there is no specific co-teaching or collaboration needed in
this lesson. The focus is primarily on differentiation and effective instructional strategies for
diverse learners.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Textbooks, online math resources, worksheets
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal
Design for Learning. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 12
MATH UNIT: DAY 3
PRELIMINARY INFORMATION
Candidate Name: Kathleen
Bradley
Grade Level: 6
Candidate’s Endorsement:
Education Student
Central Focus: Ratios and Proportional Relationships
Subject: Computation and
Estimation
Learning Segment Theme: Understanding Ratios
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Virginia Standards of Learning (SOL)
State Standard: 6.1 The student will represent
relationships between quantities using ratios, and will use
appropriate notations, such as a:b, to express ratios.
6.5 The student will a) multiply and divide fractions and
mixed numbers; b) solve single-step and multistep
practical problems involving addition, subtraction,
multiplication, and division of fractions and mixed
numbers; and c) solve multistep practical problems
involving addition, subtraction, multiplication, and
division of decimals.
National Standards Mathematics 6.RP.A.1
InTASC Standards InTASC Standard #2: Learning Differences
InTASC Standard #3: Learning Environments
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
Given a set of financial scenarios involving budget planning, students will correctly calculate
and interpret ratios for at least 3 out of 4 scenarios with a minimum accuracy of 75%.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
Begin the lesson with an engaging scenario: "Imagine you are planning a trip with your
friends, and you have a budget to manage. How can understanding ratios help you allocate
your expenses wisely? Let's explore."
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
DIFFERENTIATED UNIT PLAN MATH 13
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Explain the concept of ratios in the context of budgeting.
Provide examples of different expenses (e.g.,
transportation, accommodation, food) and guide students
in calculating the ratios of these expenses to the total
budget.
Guided Practice Divide students into cooperative learning groups. Each
group is given a specific budget scenario for a trip.
Students work together to calculate the ratios of expenses
to the total budget for their scenario.
Independent Practice Assign a homework task where students analyze their
family's monthly expenses and calculate the ratios of
different categories (e.g., rent, groceries, utilities) to the
total monthly income. This connects the concept of ratios
to real-life financial management.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Conclude the lesson by having each group share their budget scenarios and the ratios they
calculated. Discuss as a class how understanding ratios can help in making informed financial
decisions.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Students' prior knowledge of ratios was assessed on Day
1.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Observations and discussions during guided practice, as
well as group presentations, will provide formative
assessment data.
Summative Assessment (matches
the objective)
A homework assignment where students analyze their
family's monthly expenses and calculate ratios will serve
as a summative assessment.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Utilizing mathematical and financial vocabulary related
to ratios, expenses, and budgets.
Language Support(s) Provide sentence frames for explanations, encourage
DIFFERENTIATED UNIT PLAN MATH 14
students to justify their calculations in writing, and
review key financial terms.
Essential Vocabulary Ratios
Expenses
Budget
Financial management
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Promote responsible financial decision-making,
teamwork, and empathy.
Materials Budget scenarios, calculators, whiteboard, markers.
Technology Connection Use an interactive whiteboard for modeling and
explanation.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations
, etc.)
Target Student:
Matthew
Accommodation
:
Matthew will be provided with additional guided
practice and one-on-one support to ensure a clear
understanding of the concepts. This will include
simplified language, visual aids, and extra examples.
Target Student:
Kate
Accommodation
:
Kate, who tends to work at a faster pace, will be
provided with more challenging scenarios that involve
complex financial situations, encouraging her to apply
ratios to more intricate problems.
Target Student:
Jack
Accommodation
:
Jack, an auditory learner, will have opportunities to
discuss the financial scenarios and ratios with peers
and the teacher, fostering better understanding through
verbal communication.
Target Student:
Jamie
Accommodation
:
Jamie, who has attention difficulties, will have
shortened tasks and frequent checks for understanding
to keep him engaged and ensure he grasps the core
concepts.
Target Student:
Eli
Accommodation
:
Eli, an English Language Learner, will receive
language support through visual aids, simplified
language, and the use of bilingual resources to
enhance comprehension.
Target Student: Rachel, a visual learner, will be provided with visual
DIFFERENTIATED UNIT PLAN MATH 15
Rachel
Accommodation
:
aids such as graphs and charts to reinforce her
understanding of ratios in real-life financial scenarios.
Target Student:
Missy
Accommodation
:
Missy, a kinesthetic learner, will participate in hands-
on activities, like budget planning simulations, to
apply ratios in a practical context.
Target Student:
Bryan
Accommodation
:
Bryan, who has a 504 plan for extended time, will be
given additional time to complete tasks and
assessments to accommodate his needs.
ELL Target Student:
Amir
Accommodation
:
Amir, an English Language Learner, will receive
additional language support, including vocabulary
lists and translated materials.
Learning
Styles/Student
Engagement
To address various learning styles, incorporate visual aids, collaborative
group work, and real-life scenarios.
Extension For advanced students, introduce more complex budgeting scenarios with
varying sources of income and unexpected expenses.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
☒ Content ☒Process ☒Product
☐Environment
☐ Representation ☒Engagement
☐Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Struggling The struggling students will receive additional support and simplified
content to help them grasp the foundational concepts.
Proficient Proficient students will have opportunities to work on more complex
scenarios, challenging them to apply ratios in intricate financial situations.
Advanced Advanced students will be presented with scenarios that require a deeper
understanding of ratios and financial planning, pushing them to think
critically and creatively.
Co-Teaching & Collaboration: These differentiation strategies aim to make the content
accessible to all students and ensure that each student can engage with the material at their
level of readiness. Co-teaching and collaboration between the teacher and support staff will
help implement these strategies effectively.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Textbooks, online math resources, worksheets
DIFFERENTIATED UNIT PLAN MATH 16
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal
Design for Learning. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 17
MATH UNIT: DAY 4
PRELIMINARY INFORMATION
Candidate Name: Kathleen
Bradley
Grade Level: 6
Candidate’s Endorsement:
Education Student
Central Focus: Financial Literacy
Subject: Computation and
Estimation
Learning Segment Theme: Understanding Financial
Ratios
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Virginia Standards of Learning (SOL)
6.1 The student will represent relationships between
quantities using ratios, and will use appropriate notations,
such as a b , a to b, and a:b.
6.5 The student will a) multiply and divide fractions and
mixed numbers; b) solve single-step and multistep
practical problems involving addition, subtraction,
multiplication, and division of fractions and mixed
numbers; and c) solve multistep practical problems
involving addition, subtraction, multiplication, and
division of decimals.
National Standards Mathematics 6.RP.A.1
InTASC Standards InTASC Standard #2: Learning Differences
InTASC Standard #3: Learning Environments
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
After analyzing financial data from different scenarios, [2] students will calculate and interpret
financial ratios, including the debt-to-income ratio and the savings ratio, [3] with at least 80%
accuracy.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
To engage students, I will start with a brief real-life scenario. I will present them with a
fictional character, "Financially Savvy Sam," who is facing financial decisions. We will
discuss the importance of understanding one's financial situation. This will lead to the essential
question: "How can we use ratios to make informed financial decisions?"
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
DIFFERENTIATED UNIT PLAN MATH 18
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling I will guide students through the concept of financial
ratios, focusing on the debt-to-income ratio and the
savings ratio. Using a whiteboard or projector, I will
model calculations for both ratios using sample financial
data. We will discuss the significance of each ratio in
assessing financial health.
Guided Practice Students will work in small groups to calculate ratios for
different financial scenarios. They will receive guided
practice sheets with scenarios of individuals' financial
situations. They will calculate the debt-to-income and
savings ratios for each scenario, discussing their findings
within their groups.
Independent Practice Individually, students will receive new financial
scenarios and calculate the debt-to-income and savings
ratios. They will complete an independent practice
worksheet, applying the concepts learned. This
worksheet will serve as a formative assessment.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
To conclude, we will have a whole-class discussion where each group shares their findings
from the guided practice. I will summarize the importance of financial ratios and how they can
guide informed financial decisions.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Prior to the lesson, students were assessed on their
understanding of basic financial concepts and ratios. This
data helps tailor instruction to their needs.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During the lesson, I will monitor group discussions and
provide feedback. The independent practice worksheet
will serve as a formative assessment, allowing me to
gauge individual comprehension.
Summative Assessment (matches
the objective)
The summative assessment will be a scenario-based quiz.
Students will be given new financial scenarios and asked
to calculate the debt-to-income and savings ratios. This
DIFFERENTIATED UNIT PLAN MATH 19
will match the learning objective.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Reading and interpreting financial scenarios, explaining
ratio calculations.
Language Support(s) Visual aids, simplified language, vocabulary support.
Essential Vocabulary Debt-to-income ratio, savings ratio, financial scenario,
financial health.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Emphasis on responsible financial decision-making.
Materials Whiteboard/projector, guided practice worksheets,
independent practice worksheets, calculators.
Technology Connection Use of the whiteboard/projector for modeling.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations
, etc.)
Target Student:
Matthew
Accommodation
:
Matthew, who has an IEP for reading difficulties, will
be provided with simplified financial scenarios and
additional visual aids to support his understanding. If
needed, a teacher's aide or special education teacher
will assist him during group activities.
Target Student:
Kate
Accommodation
:
Kate, who is gifted in mathematics, will receive more
challenging financial scenarios that require advanced
ratio calculations. She will also be encouraged to
explore real-world financial examples
Target Student:
Jack
Accommodation
:
Jack, who has an IEP for attention difficulties, will
have a quiet workspace and may benefit from visual
timers to help him stay focused during independent
practice. Clear, concise instructions will be provided.
Target Student:
Jamie
Accommodation
:
Jamie, who has a 504 plan for extended time, will be
allowed additional time to complete the independent
practice worksheet and quiz. The teacher will also
offer support during assessments if needed.
Target Student:
Eli
Accommodation
Eli, an English language learner (ELL), will receive
simplified language and additional vocabulary
support. Visual aids and bilingual materials may also
DIFFERENTIATED UNIT PLAN MATH 20
:be provided to aid comprehension.
Target Student:
Rachel
Accommodation
:
Rachel, who has an IEP for fine motor skills, may use
assistive technology or receive assistance from a peer
during calculations that require fine motor skills, such
as using a calculator or drawing graphs.
Target Student:
Missy
Accommodation
:
Missy, who has a 504 plan for preferential seating,
will be seated in a location that minimizes distractions
and allows her to focus better during instruction.
Target Student:
Bryan
Accommodation
:
Bryan, who has an IEP for speech and language
impairments, may receive additional oral explanations
and opportunities to express understanding verbally
rather than in writing.
ELL Target Student:
Amir
Accommodation
:
I will receive simplified language and additional
vocabulary support. Visual aids and bilingual
materials may also be provided to aid comprehension.
Learning
Styles/Student
Engagement
To address various learning styles, incorporate visual aids, collaborative
group work, and real-life scenarios.
Extension To extend learning for advanced students, an extension activity will be
provided. Advanced students like Kate and Amir will have the opportunity
to research real-world financial scenarios and present their findings to the
class. This extension activity encourages critical thinking and application
of learned concepts.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
☒ Content ☒Process ☒Product
☐Environment
☐ Representation ☒Engagement
☐Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Struggling Provide additional examples and simplified scenarios to ensure
understanding.
Proficient Assign more complex financial scenarios with multiple ratios to calculate.
Advanced Encourage advanced students to research and bring real-world financial
scenarios to class for analysis.
Co-Teaching & Collaboration: Collaborate with special education teacher to provide targeted
support for students with IEPs.
DIFFERENTIATED UNIT PLAN MATH 21
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Financial literacy worksheets
Whiteboard or projector for modeling
Calculators for ratio calculations
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal
Design for Learning. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 22
MATH UNIT: DAY 5
PRELIMINARY INFORMATION
Candidate Name: Kathleen
Bradley
Grade Level: 6
Candidate’s Endorsement:
Education Student
Central Focus: Financial Literacy and Ratio Analysis
Subject: Computation and
Estimation
Learning Segment Theme: Financial Literacy and Real-
World Application
Where in the learning segment
does this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
State Standards Virginia Standards of Learning (SOL)
6.5 The student will a) multiply and divide fractions and
mixed numbers; b) solve single-step and multistep
practical problems involving addition, subtraction,
multiplication, and division of fractions and mixed
numbers; and c) solve multistep practical problems
involving addition, subtraction, multiplication, and
division of decimals.
6.6 The student will a) add, subtract, multiply, and
divide integers; b) solve practical problems involving
operations with integers; and c) simplify numerical
expressions involving integers.
6.12 The student will a) represent a proportional
relationship between two quantities, including those
arising from practical situations; b) determine the unit
rate of a proportional relationship and use it to find a
missing value in a ratio table; c) determine whether a
proportional relationship exists between two quantities;
and d) make connections between and among
representations of a proportional relationship between
two quantities using verbal descriptions, ratio tables, and
graphs.
National Standards Mathematics 6.RP.A.1
InTASC Standards InTASC Standard #2: Learning Differences
InTASC Standard #3: Learning Environments
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
By the end of the lesson, students will demonstrate their ability to analyze and interpret
financial data by calculating key financial ratios for a given company with at least 80%
accuracy on the provided worksheet.
DIFFERENTIATED UNIT PLAN MATH 23
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
To engage students, start with a thought-provoking question: "How can understanding
financial ratios help you make informed decisions about a company's financial health?"
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/Modeling Begin with a brief review of financial ratios and
percentages learned in previous lessons.
Present a real-world financial scenario involving a
fictional company, XYZ Corporation.
Model how to calculate and analyze key financial ratios
(e.g., current ratio, quick ratio, return on investment) for
XYZ Corporation.
Discuss the implications of these ratios on the financial
health of the company.
Guided Practice Divide the class into small groups.
Provide each group with a different set of financial data
for a different fictional company.
In their groups, students will calculate and analyze
financial ratios for the assigned company.
The teacher will circulate to provide guidance and
support as needed.
Independent Practice Distribute a worksheet with a variety of financial
scenarios for students to analyze independently.
Students will calculate and interpret financial ratios for
the given companies.
Encourage students to make recommendations based on
their analysis.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Have a class discussion where groups share their findings and recommendations from the
guided practice.
Summarize the key takeaways about financial ratios and their impact on decision-making.
Emphasize the real-world applications of mathematical concepts in financial analysis.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
DIFFERENTIATED UNIT PLAN MATH 24
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s)
(could be prior to the lesson)
Review of students' previous worksheet assignments
from days 1-4.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During guided practice, the teacher will provide feedback
to each group as they work on their financial scenarios.
While students work independently, the teacher will
circulate to check progress and offer support.
Summative Assessment (matches
the objective)
The summative assessment will be the completion and
accuracy of the worksheet, where students analyze real-
world financial scenarios using ratios and percentages.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Reading, interpreting, and explaining financial scenarios
and calculations.
Language Support(s) Visual aids, real-world examples, and simplified
language for ELL students.
Essential Vocabulary Financial ratios, financial analysis, liquidity, profitability.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Emphasize the importance of responsible financial
decision-making and ethics in business.
Materials Financial scenario worksheets
Calculators
Whiteboard and markers
Real-world financial reports
Technology Connection NA
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and
talented,
accommodations
, etc.)
Target Student:
Matthew
Accommodation
:
Matthew, who has an Individualized Education Plan
(IEP), will receive a modified worksheet with fewer
calculations and more visual aids to support his
understanding. This will cater to his specific learning
needs.
Target Student:
Kate
Kate, identified as a gifted and talented student, will
be given additional challenging financial scenarios
DIFFERENTIATED UNIT PLAN MATH 25
Accommodation
:
with more complex calculations to extend her learning
and meet her advanced abilities.
Target Student:
Jack
Accommodation
:
Jack, who occasionally struggles with staying focused,
will have access to a quiet workspace and receive
reminders for staying on task to help him stay
engaged in the lesson.
Target Student:
Jamie
Accommodation
:
Jamie will be given additional time to complete the
worksheet, especially for complex calculations, as he
may need more time to process information and
perform calculations accurately.
Target Student:
Eli
Accommodation
:
Eli, an English Language Learner (ELL) student, will
receive simplified language and bilingual materials to
aid comprehension and bridge language barriers.
Target Student:
Rachel
Accommodation
:
Rachel, who benefits from frequent breaks, will be
allowed short breaks during the lesson to maintain her
focus and engagement.
Target Student:
Missy
Accommodation
:
Missy, who requires additional visual support, will be
provided with charts and graphs to visualize financial
data.
Target Student:
Bryan
Accommodation
:
Bryan, a student with a 504 plan, will have access to a
note-taking aid to support his organization and
understanding of the lesson content.
ELL Target Student:
Amir
Accommodation
:
Amir, an English Language Learner, will receive
language support in the form of simplified language,
bilingual materials, and additional explanation to
ensure he comprehends the financial concepts.
Learning
Styles/Student
Engagement
To address various learning styles, incorporate visual aids, collaborative
group work, and real-life scenarios.
Extension To engage advanced students, like Kate, in critical thinking and application
of concepts, they will have the opportunity to create their financial
scenarios and present them to the class. This extension activity caters to
their advanced abilities and provides an opportunity for leadership and
creativity.
UDL OR DIFFERENTIATION EXPLANATION
Check all Strategies Applied
DIFFERENTIATED UNIT PLAN MATH 26
☒ Content ☒Process ☐Product
☐Environment
☐ Representation ☒Engagement
☐Expression
Identify the thought process used in your lesson planning above. How did you incorporate
differentiation and/or UDL in your plan? Why did you choose to present and practice content
and evaluate students the way you did? What was the reason for your decision?
Struggling For struggling students, such as Matthew and Jamie, accommodations were
designed to simplify tasks and provide additional support to ensure they
can comprehend and complete the worksheet successfully.
Proficient Proficient students will be engaged through the standard lesson activities.
Advanced Advanced students like Kate and Amir will be challenged through
extension activities that require higher-order thinking and application of
concepts.
Co-Teaching & Collaboration: Collaboration with special education and ELL teachers was
essential to tailor accommodations for individual students. Co-teaching with subject matter
experts and special education specialists ensures that the strategies implemented are aligned
with each student's specific needs.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Financial scenario worksheets
Calculators
Whiteboard and markers
Real-world financial reports
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Marzano, R. J. (2007). The Art and Science of Teaching. ASCD.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal
Design for Learning. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.
ASCD.
