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DIFFERENTIATED UNIT PLAN: MATH 1
Differentiated Unit Plan: Math Unit Plan
Victoria Williams
EDSP 524
February 20, 2022
DIFFERENTIATED UNIT PLAN: MATH
2
Unit Goal
(
overarching goal for the learning segment that all objectives build toward
): Students will solve one-step and two-step
linear equation using order of operations and inverse operations. Students will create a linear equation based off a given word
problem and solve the equation in one or more steps.
Math Unit: Day 1
Lesson Objective
Evaluation
Using order of operations and inverse operations,
students will correctly solve linear equations fora single
variable in 4 out of 5 given trials with 80% accuracy.
Students will be evaluated on solving linear equations for a single
variable using order of operations and inverse operations through
classwork and exit ticket data.
Instruction
Whole Group
Teacher Instruction
Guided Practice
Independent Practice
Students will be
introduced to
common vocabulary
needed to solve
single variable linear
equations.
Allow time for the
students to copy the
equations down the
notes and generate
In pairs, students will
completethe guided
practice worksheet.
Students will be given
eightproblems to solve
Students must first identify
whatinverse operation
needs to be used to solve
the problem.
Students will be required
Students will be
given an exit ticket
with five problems
on the worksheet.
The answers will
be multiple choice.
Students will need
to solve for the
variable to find the
answerto the
linear equation.
DIFFERENTIATED UNIT PLAN: MATH
3
their own examples
for each definition.
Review order
operations
(PEMDAS) with
students and how to
use the distributive
property.
Give examples of
what an equation
looks like and
different ways in
which you can solve
the equation for the
single variable (as a
class) Demonstrate
how to use inverse
operations to solve
for a given variable.
to show their work and
discuss how the answer
was obtainedwith their
partner.
Students will show
their work and
circle the correct
answer.
Students may use
manipulatives,
drawings, or
visuals to solve
problems.
DIFFERENTIATED UNIT PLAN: MATH
4
DIFFERENTIATED UNIT PLAN: MATH
5
Virginia State Standard:
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.
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
Target Students: Students who are struggling will be provided with visuals to use to
help them remember the steps needed to solve an equation. These visuals will include
examples, written notes, and anchor charts with explanations. Students will also be
given the opportunity to work in groups or pairs to help strengthen their skills, so they
have more confidence to work alone. Students who are struggling will be allowed to
reference visuals at any point during the lesson and to complete their independent
work. Students may also use manipulatives or hands-on items as needed to complete a
problem.
Proficient
Target Students: Proficient students will be given the opportunity to work with
struggling students to help them with the concept of understanding and solving linear
These students will be able to act as a guide to help other students and strengthen their
DIFFERENTIATED UNIT PLAN: MATH
6
own understanding. These students are also given multiple opportunities to
demonstrate their own understanding such as group work and independent work.
Advanced
Target Students: Advanced learners will be paired with proficient students to motivate
and help them gain a better understanding of solving linear equations.
Co-Teaching & Collaboration: The co-teacher in the classroom will help the teacher during instruction by walking around the
classroom and helping students who need it or by giving the instruction to a small group of special needs students who might
need the instruction broken down into simpler terms. During guided practice the co-teacher will walk around the classroom
with the teacher and aid students who might need help with their work or understanding of the problems. During independent
work the co-teacher will work with the small group of special needs students who need a small student to teacher ratio. The co-
teacher will help modify the problems given and explain them in simpler terms for the students to understand them. The co-
teacher will provide individualized instruction to meet the individual needs of the students and meet their IEP requirements.
Resources:
Calculators
Manipulatives
Problem set worksheets
Scratch paper
Pencils
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
DIFFERENTIATED UNIT PLAN: MATH
7
Unit Goal (same goal across the unit): Students will solve one-step and two-step linear equation using order of operations and
inverse operations. Students will create a linear equation based off a given word problem and solve the equation in one or more
steps.
Math Unit Day 2
Lesson Objective
Evaluation
Using order of operations and inverse operations,
students will correctly solve linear equations for a single
variable in 4 out of 5 trials with 80% accuracy.
Students will be evaluated on solving linear equations for a single variable
using order of operations and inverse operations to accurately find the value for
the missing variable through classwork and exit ticket data.
Instruction
Whole Group
Teacher Instruction
Guided Practice
Independent Practice
Students will recall
definitions learned the
previous day and any
questions they may
have.
The teacher will introduce
the anchor chart that the
students will be filling in as
a class.
As a class, the students will
identify the steps/order of
operations needed to
complete each problem to
find the correct answer. The
teacher will write each step
on the anchor chart and
students will write them in
their notes.
Once the anchor chart is
Students will participate in four
rotations.
Each rotation will use a different
operation in order to solve a given
problem (i.e. addition, subtraction,
multiplication, division).
At each rotation students will be
given 4 problems.
As a group, students will solve the
four problems to find the correct
answer to the given problems.
At the end of the four rotations,
theproblems will be gone over as
a class and work will be checked
to help students make sure they
are completing each problem
correctly.
Students will complete
an exit ticket
independently to
demonstrate their
understanding of linear
equations.
Students will be given
five problems.
Students will need to
identify which inverse
operation needs to be
completed to solve the
problem and write it
above the problem.
Students will then write
and demonstrate each
step needed to solve the
problem and obtain the
DIFFERENTIATED UNIT PLAN: MATH
8
completed, the students will
come up with one equation
of their own to add to their
personal anchor chart in
their notebooks. Students
are to solve for the missing
variable listing the needed
steps.
correct answer.
Students may use
manipulatives, drawings,
or visuals to solve
problems.
DIFFERENTIATED UNIT PLAN: MATH
9
DIFFERENTIATED UNIT PLAN: MATH
10
Virginia State Standards:
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.
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
Target Students: Students who are struggling will be provided with visuals to use to
help them remember the steps needed to solve an equation. These visuals will include
examples, written notes, and anchor charts with explanations. Students will also be
given the opportunity to work in groups or pairs to help strengthen their skills, so they
have more confidence to work alone. Students who are struggling will be allowed to
reference visuals at any point during the lesson and to complete their independent
work. Students may also use manipulatives or hands-on items as needed, to complete a
problem.
Proficient
Target Students: Proficient students will be given the opportunity to work with
struggling students to help them with the concept of understanding and solving linear
equations. These students will be able to act as a guide to help other students and
strengthen their own understanding.
Advanced
Target Students: Advanced learners will be paired with proficient students to motivate
and help them gain a better understanding of solving linear equations.
DIFFERENTIATED UNIT PLAN: MATH
11
Co-Teaching & Collaboration: The co-teacher in the classroom will help the teacher during instruction by walking around the
classroom and helping students who need it or by giving the instruction to a small group of special needs students who might
need the instruction broken down into simpler terms. During guided practice the co-teacher will walk around the classroom
with the teacher and aid students who might need help with their work or understanding of the problems. During independent
work the co-teacher will work with the small group of special needs students who need a small student to teacher ratio. The co-
teacher will help modify the problems given and explain them in simpler terms for the students to understand them. The co-
teacher will provide individualized instruction to meet the individual needs of the students and meet their IEP requirements.
Resources:
Calculators
Manipulatives
Problem set worksheets
Scratch paper
Pencils
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
DIFFERENTIATED UNIT PLAN: MATH
12
Unit Goal (same goal across the unit): Students will solve one-step and two-step linear equation using order of operations and
inverse operations. Students will create a linear equation based off a given word problem and solve the equation in one or more
steps.
Math Unit Day 3
Lesson Objective
Evaluation
Using order of operations and inverse operations,
students will correctly solve linear equations fora single
variable in 4 out of 5 trials with 80% accuracy.
Students will be evaluated on solving linear equations for a single variable
using order of operations and inverse operations through classwork and exit
ticket data.
Instruction
Whole Group
Teacher Instruction
Guided Practice
Independent Practice
Students will review
concepts learned the
previous two days and
definitions learned.
The teacher will introduce
word problems to the
students and explain they
will use the word problem
to identify the equation
needed to solve the
problem and then solve the
problem using the equation
they determined.
The teacher will read the
Students will complete 4-word
problems in pairs
Students will be asked to identify the
operation that the word problem is
asking them to use, where the variable
belongs in the equation, and to then
solve the equation once it is written
Students will
complete a
multiple-choice exit
ticket. The exit
ticket will contain
5-word problems.
Students will read
each word problem
and determine
which choice
shows the
DIFFERENTIATED UNIT PLAN: MATH
13
problem out loud and have
students brainstorm the
steps needed to create an
equation.
Students will correctly
identify the operation
needed to create the
written equation.
Teacher will go step by step
to demonstrate how to write
the equation (i.e. identifying
operation, numbers used to
get the total, and if the tota
is given or not).
As a class the equation will
be determined, and the
teacher will demonstrate
how this canbe solved.
equation written
correctly.
Students will show
the steps they
used to come up
with this equation
by correctly writing
it on their own
before circling the
correct answer.
DIFFERENTIATED UNIT PLAN: MATH
14
DIFFERENTIATED UNIT PLAN: MATH
15
Virginia State Standards:
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.
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
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
Target Students: Students who are struggling will be provided with visuals to use to
help them remember the steps needed to solve an equation. These visuals will include
examples, written notes, and anchor charts with explanations. Students will also be
given the opportunity to work in groups or pairs to help strengthen their skills, so they
have more confidence to work alone. Students who are struggling will be allowed to
reference visuals at any point during the lesson and to complete their independent
work. Students may also use manipulatives or hands-on items as needed, to complete a
problem.
Proficient
Target Students: Proficient students will be given the opportunity to work with
struggling students to help them with the concept of understanding and solving linear
DIFFERENTIATED UNIT PLAN: MATH
16
equations. These students will be able to act as a guide to help other students and
strengthen their own understanding.
Advanced
Target Students: Advanced learners will be paired with proficient students to motivate
and help them gain a better understanding of solving linear equations.
Co-Teaching & Collaboration: The co-teacher in the classroom will help the teacher during instruction by walking around the
classroom and helping students who need it or by giving the instruction to a small group of special needs students who might
need the instruction broken down into simpler terms. During guided practice the co-teacher will walk around the classroom
with the teacher and aid students who might need help with their work or understanding of the problems. During independent
work the co-teacher will work with the small group of special needs students who need a small student to teacher ratio. The co-
teacher will help modify the problems given and explain them in simpler terms for the students to understand them. The co-
teacher will provide individualized instruction to meet the individual needs of the students and meet their IEP requirements.
Resources:
Calculators
Manipulatives
Problem set worksheets
Scratch paper
Pencils
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
DIFFERENTIATED UNIT PLAN: MATH
17
Unit Goal (same goal across the unit): Students will solve one-step and two-step linear equation using order of operations and
inverse operations. Students will create a linear equation based off a given word problem and solve the equation in one or more
steps.
Math Unit Day 4
Objective
Evaluation
Using order of operations and inverse operations, students will
correctly solve linear equations for a single variable in 4 out of 5
trials with 80% accuracy.
Students will be evaluated on solving linear equations for a single variable
using order of operations and inverse operations through classwork and exit
ticket data.
Instruction
Whole Group
Teacher Instruction
Guided Practice
Independent Practice
Teacher instruction will
begin by explaining that
linear equations can be
solved in multiple steps and
not just one step.
Students will brainstorm
which step they need to
take first to solve the
equation.
The teacher will
demonstrate how to solve
the equation for b using
Students will be split into 4 groups
Students will be instructed to
complete an anchor chart as a
group for two-step linear
equations.
Each group will be given four
different two-step linear equations
and the students will complete an
anchor chart for each of the four
problems
Students must identify each step
that needs to be done to
Students will complete
an exit ticket with five
two-step linear
equations on it
Students will need to
solve each equation
(showing all work) to
correctly identifythe
correct answer to each
equation.
Students may use
manipulatives,
DIFFERENTIATED UNIT PLAN: MATH
18
order of operations and
inverse operations.
Teacher will coach students
through properly
completing order of
operations to solve for n.
Students will copy these
examples into their notes
with the step-by-step
demonstration given.
complete the problem.
All steps should be written out in
words and demonstrated for someone
who would use this chart as a tool in
the future.
The teacher will walk around the class
and assist students who needit and
check student work to ensureall
problems are being done correctly.
drawings,or visuals to
solve problems.
DIFFERENTIATED UNIT PLAN: MATH
19
DIFFERENTIATED UNIT PLAN: MATH
20
Virginia State Standards:
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.
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
Target Students: Students who are struggling will be provided with visuals to use to
help them remember the steps needed to solve an equation. These visuals will include
examples, written notes, and anchor charts with explanations. Students will also be
given the opportunity to work in groups or pairs to help strengthen their skills, so they
have more confidence to work alone. Students who are struggling will be allowed to
reference visuals at any point during the lesson and to complete their independent
work. Students may also use manipulatives or hands-on items as needed, to complete a
problem.
Proficient
Target Students: Proficient students will be given the opportunity to work with
struggling students to help them with the concept of understanding and solving linear
equations. These students will be able to act as a guide to help other students and
strengthen their own understanding.
DIFFERENTIATED UNIT PLAN: MATH
21
Advanced
Target Students: Advanced learners will be paired with proficient students to motivate
and help them gain a better understanding of solving linear equations.
Co-Teaching & Collaboration: The co-teacher in the classroom will help the teacher during instruction by walking around the
classroom and helping students who need it or by giving the instruction to a small group of special needs students who might
need the instruction broken down into simpler terms. During guided practice the co-teacher will walk around the classroom
with the teacher and aid students who might need help with their work or understanding of the problems. During independent
work the co-teacher will work with the small group of special needs students who need a small student to teacher ratio. The co-
teacher will help modify the problems given and explain them in simpler terms for the students to understand them. The co-
teacher will provide individualized instruction to meet the individual needs of the students and meet their IEP requirements
Resources:
Calculators
Manipulatives
Problem set worksheets
Scratch paper
Pencils
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
DIFFERENTIATED UNIT PLAN: MATH
22
Unit Goal (same goal across the unit): Students will solve one-step and two-step linear equation using order of operations and
inverse operations. Students will create a linear equation based off a given word problem and solve the equation in one or more
steps.
Math Unit Day 5
Objective
Evaluation
Using order of operations and inverse operations, students will
correctly solve linear equations for a single variable in 4 out of 5
trials with 80% accuracy.
Students will be evaluated on solving linear equations for a single variable
using order of operations and inverse operations through classwork from the
week and an assessment.
Instruction
Whole Group
Teacher Instruction
Guided Practice
Independent Practice
Teacher instruction will begin
by reviewing how to solve two-
step linear equations.
The teacher will then have
students recall information on
how to solve word problems for
linear equations.
Teacher will introduce solving
two-step word problem linear
equations by putting the
example problem on the board.
Students will brainstorm the
steps that need to be taken to
solve this word problem.
Students will participate in
rotations, in groups to work
on solving multi-step linear
equation word problems.
There will be six different
word problems posted around
the classroom.
Students will be broken up
into six groups and will work
together to complete each
word problem in the
classroom.
Students will work as a group
to identify the equation
needed and to then solve the
Students will complete an
assessment with 3, two-
stepword problems.
Students will be required to
identify the equation
needed to solve the
problem and then solve the
given equation to find the
answer.
Students must show all
work.
Students may use
manipulatives, drawings,
or visuals to solve
DIFFERENTIATED UNIT PLAN: MATH
23
As a class, the teacher will
demonstrate step by step how
to solve this problem show all
work and completing all the
necessary steps.
Students will record the
problem, the work, and the
answer in their notes.
equation.
problems.
DIFFERENTIATED UNIT PLAN: MATH
24
DIFFERENTIATED UNIT PLAN: MATH
25
Virginia State Standards:
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.
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
Target Students: Students who are struggling will be provided with visuals to use to
help them remember the steps needed to solve an equation. These visuals will
include examples, written notes, and anchor charts with explanations. Students will
also be given the opportunity to work in groups or pairs to help strengthen their
skills, so they have more confidence to work alone. Students who are struggling will
be allowed to reference visuals at any point during the lesson and to complete their
independent work. Students may also use manipulatives or hands-on items as
needed, to complete a problem.
Proficient
Target Students: Proficient students will be given the opportunity to work with
struggling students to help them with the concept of understanding and solving
linear equations. These students will be able to act as a guide to help other students
and strengthen their own understanding.
DIFFERENTIATED UNIT PLAN: MATH
26
Advanced
Target Students: Advanced learners will be paired with proficient students to
motivate and help them gain a better understanding of solving linear equations.
Co-Teaching & Collaboration: The co-teacher in the classroom will help the teacher during instruction by walking around the
classroom and helping students who need it or by giving the instruction to a small group of special needs students who might
need the instruction broken down into simpler terms. During guided practice the co-teacher will walk around the classroom
with the teacher and aid students who might need help with their work or understanding of the problems. During independent
work the co-teacher will work with the small group of special needs students who need a small student to teacher ratio. The co-
teacher will help modify the problems given and explain them in simpler terms for the students to understand them. The co-
teacher will provide individualized instruction to meet the individual needs of the students and meet their IEP requirements
Resources:
Calculators
Manipulatives
Problem set worksheets
Scratch paper
Pencils
Please do not enter text into the shaded cells. Every white cell should contain an entry.
* Carol Ann Tomlinson and IRIS module differentiated instruction.
! Universal Design for Learning and IRIS UDL IRIS MODULE
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