DIFFERENTIATED UNIT PLAN MATH 1
Differentiated Unit Plan: Math Unit Plan Assignment
Preston Worrell
School of Education, Liberty University
DIFFERENTIATED UNIT PLAN MATH 2
DIFFERENTIATED UNIT PLAN: MATH UNIT LESSON PLAN TEMPLATE
MATH UNIT: DAY 1
PRELIMINARY INFORMATION
Candidate Name: Preston Worrell Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Calculating the area of rectangles and
parallelograms
Subject: Computation and
Estimation
Learning Segment Theme: Measurement and
Geometry
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 VA Math SOL 6.MG.2 The student will reason
mathematically to solve problems, including those in
context, that involve the area and perimeter of
triangles and parallelograms.
National Standards I cannot access the National Council of Teachers of
Mathematics without paying for them.
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
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.
When given diagrams of triangles and parallelograms, students will calculate the area
and perimeter of 5 shapes with 80% accuracy, as measured by student work.
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?
Class will begin with displaying a blueprint of a park with triangle and parallelogram
shaped sections. The class will engage in whole group discussion. I will ask the students
guiding discussion questions such as “How can we calculate the total space that each
section takes up?” and “Why would it be important to know the perimeter of spaces in
real-life?” We will then discuss why being able to perform these calculations are
important in every day life.
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 3
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 start by introducing the necessary formulas for
finding perimeter and area. For the area of triangles:
A=1/2 x b x h. For the area of parallelograms: A= b x
h. For perimeter: add all sides.
Then I will model solving an example for each shape.
I will work through and explain each step. I will then
highlight the importance of using the correct units,
square feet vs. feet, for each computation.
Guided Practice Students will then be paired up and provided with
diagrams of triangles and parallelograms with
dimensions. They will also be provided with a sheet
that has the formulas written on them. Students will
work together to calculate the area and perimeter of
shapes, applying the formulas. Ms. Watson and
myself will be moving about the room to provide
assistance and targeted feedback as the students
work.
Independent Practice Students will then be given a sheet of five diagrams of
triangles and parallelograms with the appropriate
dimensions to complete individually. This will be their
summative assessment.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
We will then end with reviewing the solutions to one problem as a class. We will finish
with a discussion of how being able to solve for area and perimeter could be useful in
real-world situations, and what contexts the ability would be useful in.
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)
We will begin with review of what base and height
could mean in a triangle and parallelogram.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Ms. Watson and myself will circulate during the
guided practice session of the lesson to provide
individualized feedback to students.
Summative Assessment (matches
the objective)
Students will have a worksheet with five diagrams of
triangles and parallelograms with the appropriate
DIFFERENTIATED UNIT PLAN MATH 4
dimensions to complete individually.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should understand terms such as area,
perimeter, and units of measurement.
Language Support(s) Students will be provided a sheet of terms and
definitions necessary, and the terms will be explained
thoroughly at the beginning of class.
Essential Vocabulary Area, perimeter, base, height, units.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Students will have the attribute of perseverance
highlighted through working through multiple step
calculations and a new concept.
Materials A smartboard, diagrams of parallelograms and
triangles, student worksheets, calculators.
Technology Connection A smartboard will be used to model how to complete
calculations of area and perimeter.
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:
Brady
Accommodation:
Brady will be offered frequent breaks to help
manage fatigue. He will also be offered seating that
offers mores support. If manual calculations of
problems prove to be a strain, he will be provided
digital tools, like a tablet.
Target Student:
Laura
Accommodation:
Laura will be provided with enlarge print
materials, as well as having problems and
instructions read to her.
Target Student:
Scott
Accommodation:
Scott will have tasks broken into smaller steps with
clear expectations, as well as receiving extra
positive reinforcement. He will be allowed
movement breaks as needed.
Target Student:
Trent
Accommodation:
Trent will use a timer for periods of focused work,
with breaks in between. He will also receive
frequent reminders and check-ins to make sure he
is on task during those periods of focused work.
DIFFERENTIATED UNIT PLAN MATH 5
Target Student:
Ross
Accommodation:
Ross will receive a visual schedule and step by step
instructions. He will also receive one-on-one
instructions during the guided practice session.
Target Student:
Sara
Accommodation:
Sara will be allowed extended time for instruction
and solving problems. She will also be provided
auditory instructions and read aloud options for
tasks.
Target Student:
Hailey
Accommodation:
Hailey will be given preferential seating near the
teacher to minimize background noise. All
instruction and audio components will be written
down to make sure she understands.
Target Student:
Matt
Accommodation:
Matt will have problems broken down into smaller
chunks. He will also be paired with a peer mentor
during guided practice. He will be provided visual
aids, like labeled diagrams, to clarify abstract
concepts.
ELL Target Student:
Fahad
Accommodation:
Fahad will have instructions and terms translated
to his native language and printed out. He will also
be paired with a peer mentor who can model how
to solve the formulas.
Learning
Styles/Student
Engagement
Learners will be engaged visually through diagrams and charts. They
will be engaged auditorily through verbal explanations and
discussions. They will be engaged kinesthetically through
manipulatives.
Extension Students can be challenged to reverse solve problems when given the
answer and having a dimension missing.
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?
Click or tap here to enter text.
Target Students
Struggling Struggling students can be provided with partially completed
examples on their worksheets to scaffold their understanding. They
can also be provided with calculators if necessary, as the focus is not
DIFFERENTIATED UNIT PLAN MATH 6
the arithmetic but the correct use of the formula. They can also be
paired with peer mentors to support them during guided practice.
Proficient Proficient students will be encouraged to work independently and
receive individualized feedback to their performance. They will be
provided with a more difficult scenario through the use of word
problems to solve for area or perimeter.
Advanced Advanced students will be challenged to solve problems in reverse by
finding missing dimensions when area or perimeter is provided.
Co-Teaching & Collaboration: I will focus on introducing the new concepts to the class
as well as modeling how to work through the formulas. I will also be working with the
struggling students to provide targeted interventions. Ms. Watson will focus on the
proficient students to ensure they are understanding the content, as well as the advanced
students to make sure they are being challenged.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Virginia Department of Education. (n.d.-c). Standards of learning for mathematics.
https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/
standards-of-learning-for-mathematics
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 7
MATH UNIT: DAY 2
PRELIMINARY INFORMATION
Candidate Name: Preston Worrell Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Solving real-world problems involving
area and perimeter of triangles and parallelograms
Subject: Computation and
Estimation
Learning Segment Theme: Measurement and
Geometry
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 VA Math SOL 6.MG.2 The student will reason
mathematically to solve problems, including those in
context, that involve the area and perimeter of
triangles and parallelograms.
National Standards n/a
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
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 5 real world problems, students will solve for area and perimeter of
triangles and parallelograms with 80% accuracy, as measured by student work.
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?
I will start by showing pictures on the smart board of real-world triangles and
parallelograms. Examples could include patios, gardens, and playgrounds. I will ask
guiding questions for whole class discussion such as, “How much soil would be needed to
cover that garden?” and “How much fencing would we need to fence in that
playground?” After discussing I will tell students that today’s focus will be on applying
the area and perimeter formulas to practical, real-world problems.
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
DIFFERENTIATED UNIT PLAN MATH 8
students will solve during the lesson—with the correct answers.
Instruction/Modeling First I will briefly review the formulas for area and
perimeter of both triangles and parallelograms, with
an example of each. Then I will model solving a real-
world word problem step by step. For example: A
triangle that has a base of 6 feet and a height of 4 feet
needs how much soil to cover the area? Then I would
walk through each step, modeling how to find the
answer. This would be done with area and perimeter
for both shapes. Then, we would work through a
problem collaboratively as a class.
Guided Practice Students will then be paired up, and given a
worksheet that has real world word problems
involving area and perimeter of triangles and
parallelograms. Ms. Watson and I will circulate while
they complete the assignment, providing
individualized feedback to students.
Independent Practice Students will then be given a worksheet with five real
world problems to solve for perimeter and area of
triangles and parallelograms. They will apply the
formulas to calculate the answers independently. This
will be their summative assessment.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
The class will choose one problem from guided practice, and we will work together to
solve it on the smartboard. Students will be called on to solve each step. We will then end
in reflection. Students will be asked what strategies helped them solve those problems,
and where they might use those skills outside of class.
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)
We will start with a warm up of what does height
represent in triangles and parallelograms.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During guided practice, Ms. Watson and myself will
be circulating to provided targeted interventions and
individualized feedback.
Summative Assessment (matches
the objective)
Students will complete a worksheet with five real
world problems to solve for perimeter and area of
triangles and parallelograms.
DIFFERENTIATED UNIT PLAN MATH 9
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should know terms like area, perimeter,
base, and height.
Language Support(s) Students will have a vocabulary sheet with each term
defined. I will also model steps to solving problems,
and highlight key terms.
Essential Vocabulary Area, perimeter, dimensions, base, height, square
units.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Students will have teamwork emphasized during the
collaborative sessions and partner time.
Materials Pictures of real-world triangles and parallelograms,
graph paper, rulers, calculators, visual aids, smart
board, and worksheets.
Technology Connection Problems will be modeled on a smartboard, and real-
world pictures will be displayed on it as well.
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:
Brady
Accommodation:
Brady will be provided assistive technology like a
tablet if he finds writing difficult. He will also be
offered breaks as needed to manage fatigue. He
will also be offered seating that provides additional
support.
Target Student:
Laura
Accommodation:
Laura will be offered with large print worksheets.
She will also have all instructions read aloud to
her.
Target Student:
Scott
Accommodation:
Scott will receive frequent positive reinforcement,
as well as having his problems broken down into
smaller more manageable sizes.
Target Student:
Trent
Accommodation:
Trent will have frequent check-ins to keep on
track, and a timer for shorter more focused
periods of work.
Target Student:
Ross
Ross will be provided with one-on-one assistance
during group work as needed, as well as being
DIFFERENTIATED UNIT PLAN MATH 10
Accommodation: given a visual schedule.
Target Student:
Sara
Accommodation:
Sara will be given extra time to read instructions,
and/or be provided with reading aloud.
Target Student:
Hailey
Accommodation:
Hailey will be given preferential seating near the
teacher to minimize background noise. She will
also have all instructions written out.
Target Student:
Matt
Accommodation:
Mat will receive scaffolding and graphic
organizers, as well as extended time. He will also be
provided with text-to-speech as needed.
ELL Target Student:
Fahad
Accommodation:
Fahad will have all instructions translated to his
native language. He will also be paired with a peer
mentor to model solving problems.
Learning
Styles/Student
Engagement
Students will be engaged visually through pictures, diagrams, and
examples on the smart board. They will be engaged auditorily through
discussions and collaborative times. They will be engaged
kinesthetically through manipulatives and drawing shapes on graph
paper.
Extension Students will be challenged to solve for missing dimensions when given
area or perimeter, as well as solving more complex problems that
require creative reasoning.
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?
Click or tap here to enter text.
Struggling Struggling students will be given simplified examples with labeled
dimensions to scaffold work. They will also be provided with
additional time and one-on-one support during practice.
Proficient Proficient students will be encouraged to independently apply
problem-solving skills with individualized feedback.
Advanced Advanced students will be challenged to solve more complex problems
that need creative reasoning, and combining perimeter and area for
the same shape.
Co-Teaching & Collaboration: I will lead a group of struggling students to scaffold
problems, and emphasize clarity in the formulas. I will also introduce the concepts and
model them for the whole class. Ms. Watson will assist the proficient and advanced
DIFFERENTIATED UNIT PLAN MATH 11
learners challenging them and providing individualized feedback.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Virginia Department of Education. (n.d.-c). Standards of learning for mathematics.
https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/
standards-of-learning-for-mathematics
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
DIFFERENTIATED UNIT PLAN MATH 12
MATH UNIT: DAY 3
PRELIMINARY INFORMATION
Candidate Name: Preston Worrell Grade Level: 6
Candidate’s Endorsement:
Special Education
Central Focus: Solving complex problems involving
area and perimeter of triangles and parallelograms.
Subject: Computation and
Estimation
Learning Segment Theme: Measurement and
Geometry
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 VA Math SOL 6.MG.2 The student will reason
mathematically to solve problems, including those in
context, that involve the area and perimeter of
triangles and parallelograms.
National Standards n/a
InTASC Standards Standard #5: Application of Content- The teacher
understands how to connect concepts and use
differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
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.
When given a set of five multi-step problems, students will solve for area and perimeter
of triangles and parallelograms with 80% accuracy as measured by student work.
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?
We will start with displaying a map that has features such as playgrounds, gardens, and
parking lots that are shaped as triangles or parallelograms on the smart board. I will
guide a discussion, asking guiding questions like, “How can we determine how much
pavement is needed for this parking lot?” and “What if we need to calculate the
perimeter of the parking lot as well?” We will then discuss how today’s lesson will focus
on combining skills from the previous lessons to solve complex problems.
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
DIFFERENTIATED UNIT PLAN MATH 13
students will solve during the lesson—with the correct answers.
Instruction/Modeling We will first review the formulas for area and
perimeter of triangles and parallelograms. I will then
model working through a multiple step problem such
as: A triangular garden needs dirt and a fence. The
area for the soil and the perimeter of fencing must be
solved for. Then the cost will be added in as $3 per
square foot of soil and $2 per foot of fencing. I will
work through this for the class systematically,
explaining each step. Then we will collaboratively
solve for a problem together.
Guided Practice Students will then be paired up to work together.
They will be given a worksheet with complex,
multiple step problems to find the area and perimeter
of triangles and parallelograms. Ms. Watson and I
will circulate the room providing targeted feedback. I
will focus on the struggling students, and she will
focus on the proficient and advanced students.
Independent Practice The students will then work individually on a five-
problem worksheet of complex, multiple step
problems to find the area and perimeter of triangles
and parallelograms. This will be their summative
assessment.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
We will then come back together as a class, and pick one of the problems from
independent practice to solve collaboratively. Student’s will be asked at each step what
their reasoning is. We will finish with a class discussion. I will ask questions like: “What
strategies helped you to solve these harder problems?” and “Where could you apply
these skills in life?”
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)
We will begin with a bellringer problem where
students need to calculate the area and perimeter of a
parallelogram.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
During guided practice Ms. Watson and myself will
be circulating the classroom to provide individualized
feedback to students.
DIFFERENTIATED UNIT PLAN MATH 14
Summative Assessment (matches
the objective)
The students will solve a five-problem worksheet of
complex, multiple step problems to find the area and
perimeter of triangles and parallelograms.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students should understand terms like multiple step
problem, area, perimeter, dimension
Language Support(s) Students will have a vocabulary sheet with terms and
formulas written on them. I will also give explicit
instructions and descriptions of terms while modeling
how to solve problems.
Essential Vocabulary Area, perimeter, base, height square units.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Students will have the trait of perseverance
emphasized through working out difficult, complex
problems. Teamwork will also be encouraged during
the collaborative times.
Materials A map, smartboard, graph paper, calculators, visual
aids, worksheets.
Technology Connection A smart board will be utilized to model instructions
and provide interactive examples.
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:
Brady
Accommodation:
Brady will be provided with typed out templates
for multi-step problems, so he can focus on the
calculations. He will also have access to assistive
tech like a tablet if writing is a problem. He will
also be allowed frequent breaks if fatigue is an
issue.
Target Student:
Laura
Accommodation:
Laura will be provided auditory explanations for
instructions and problems, as well as having her
worksheet done in large scale print.
Target Student:
Scott
Accommodation:
Scott will be allowed movement breaks during
independent work to maintain positivity. He will
also be given frequent positive reinforcement.
Target Student: Trent will have a timer for shorter, focused periods
DIFFERENTIATED UNIT PLAN MATH 15
Trent
Accommodation:
of work. He will also be given frequent prompts to
keep him focused during those times.
Target Student:
Ross
Accommodation:
Ross will be given a visual schedule to maintain
routine. He will also be given one-on-one assistance
as necessary.
Target Student:
Sara
Accommodation:
Sara will be allowed additional time to read and
interpret problems, as well as having instructions
read aloud to her.
Target Student:
Hailey
Accommodation:
Hailey will be provided preferential seating near
the teacher. She will also have all instructions and
examples written out.
Target Student:
Matt
Accommodation:
Matt will be provided with graphic organizers, as
well as having his work scaffolded. He will also be
provided with instructions and problems read
aloud.
ELL Target Student:
Fahad
Accommodation:
Fahad will have all problems and instructions
translated to his native language. He will also have
a peer mentor who can model how to solve complex
problems.
Learning
Styles/Student
Engagement
Students will be engaged visually through the use of visuals, diagrams,
and modeling on the smart board. They will be engaged auditorily
through collaboration and group discussion time. They will be
engaged kinesthetically through manipulatives.
Extension For extension, Students will be challenged to come up with their own
problems, solving for area and perimeter while adding costs.
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?
Click or tap here to enter text.
Struggling Struggling students will be provided with partially solved problems to
scaffold their work. They will also be allowed to use calculators for the
arithmetic so they can focus on the concepts and formulas.
Proficient Proficient students will be encouraged to problem-solve independently
with targeted feedback. They will also have opportunities to solve for
DIFFERENTIATED UNIT PLAN MATH 16
missing dimensions to improve their critical thinking skills.
Advanced Students will be challenged to come up with their own problems,
solving for area and perimeter while adding costs.
Co-Teaching & Collaboration: Click or tap here to enter text.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Virginia Department of Education. (n.d.-c). Standards of learning for mathematics .
https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/
standards-of-learning-for-mathematics
CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (n.d.).
CCSSO. https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms.
ASCD.
