DIFFERENTIATED UNIT PLAN MATH 1
Differentiated Unit Plan: Math Unit Plan Assignment
April Mcclary
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: April Mcclary Grade Level: 6
Candidate’s Endorsement: Special
Education
Central Focus: Multiplying and Dividing
Fractions
Subject: Computation and Estimation Learning Segment Theme: Multiplying and
Dividing Fractions and Whole numbers
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 6.5 The student will (a)
multiply and divide Fractions and mixed
numbers.
National Standards NCTE/IRA 1. Interpret and compute
quotients of fractions and solve word
problems involving division of fractions by
fractions, e.g., by using visual fractions
models and equation to represent the
problem.
InTASC Standards Standard #4 The teacher understands the
central concepts, tools of inquiry and
structures of the discipline he or she teaches
and creates learning experiences that make
these aspects have the discipline accessible
and meaningful for learners to assure
mastery of the content.
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.
Students will correctly solve a set of 15 problems on dividing and multiplying fractions
with an 80% accuracy in 5 out of 7 trials.
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?
The instructor will start the lesson plan with a presentation on multiplying and dividing
fractions with mixed numbers. After the presentation the instructor will go over the key
terms “Dividing”, “Simplifying”, “Denominator”, “Product”, “Mixed Number”, and
“Improper Fractions”.
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 3
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 -To help the students better understand
multiplying and dividing fractions the
instructor will start the lesson plan with an
example on the whiteboard. Jenelle had a
box of cupcakes of which she gave ½ to her
friend Diane. In turn Diane gave ¾ of her
cupcakes to her friend Thomas. What part of
the original box of cupcakes did Thomas get?
-The instructor will first let the students
solve the problem on their own at first. Then
after 15 min. the instructor will help the
students solve the math problem by showing
them the steps on the whiteboard.
-Multiplying the two fractions ½ x ¾ =1/3 x
2/4=3/8
The answer is Thomas got 3/8 of the original
box of cupcakes.
Guided Practice The instructor will pair up the students in
small groups of 2. The instructor will give
each group at least 20 Cheez-It’s crackers.
After the instructor give out the Cheez-It’s
let the students play with them so it can help
them develop their understanding of
fractions with a little excitement! The snacks
will help the students to review word
problems that involve multiplication and
division fractions. Students will love this
activity because it will help further their
understanding of fractions.
Independent Practice Have the students complete a worksheet with
at least 10-15 fractions by themselves to see
how well they understand multiplying and
dividing fractions.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
The lesson will end with the instructor doing more examples on the board but this time
letting the students do their own examples and explaining how they got their answer to
DIFFERENTIATED UNIT PLAN MATH 4
the rest of the 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)
If the students responded well to watching
the presentation earlier, and knowing the key
terms but also showing mastery of the
examples in the beginning of the lesson plan
it will help the instructor know what areas
the students still might need the most help in.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor will grade the students on
how well they answered the questions on the
handout that was given to them earlier that
day.
Summative Assessment (matches the
objective)
The students must solve 8 out of 10 of the
multiplication and division problems using
fractions and whole numbers accurately.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Through the examples, presentation, and
handouts. Students will be able to apply
everything they have learned thus far on
multiplying and dividing fractions with
whole numbers, when completing other
activities that the instructor has for the class.
Language Support(s) The instructor will provide the students with
a chart with the definitions of multiplying
and dividing fractions with whole numbers.
The anchor chart will also include pictures of
each definition so the students can go back
and refer to the chart.
Essential Vocabulary Fraction, Product, Quotient, Multiply,
Divide, Mixed Number, Whole Number,
Numerator, Denominator.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Teamwork will be the area that the
instructor will be focused on greatly with the
students because a lot of the work and
activities was done in group work or as a
DIFFERENTIATED UNIT PLAN MATH 5
whole class. It is through the group work
that students will the importance of how to
work together and sharing their feelings with
their peers but also learning how to
comprehend the multiplication and division
of fractions with mixed numbers.
Materials Cheez-It’s Crackers
Chromebook
visuals
construction paper
markers
journals
Technology Connection The teacher will use the computers and
whiteboard to help present and instruct the
students on the new material.
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:
-Working in small groups.
-Extra time to complete his work and
testing if needed.
-Visuals from the lesson plan.
-Copies of notes by the instructor prior to
the lesson.
Target Student: Kate
Accommodation:
-Flexible or preferential seating.
-Extra time to complete his work and
testing if needed.
-Work in small groups.
-Copies of assignments and tests.
-Visuals.
-Repeat directions if needed.
Target Student: Jack
Accommodation:
A chart to observe ad record his behavior
in class daily.
-Flexible and Preferential seating.
Small group work.
Target Student:
Jamie
Accommodation:
Use assistive technology.
-Read aloud the lesson, activities, and
directions to him.
Teacher check in regularly with students
DIFFERENTIATED UNIT PLAN MATH 6
to make sure they have the proper
understanding.
Extend time to complete work and
assessments if needed.
Target Student: Eli
Accommodation:
-Preferential or flexible seating.
-Instructor needs to repeat directions
regularly.
-Use large visuals.
-Modify the assignments to help the
students learn and understand.
Target Student:
Rachel
Accommodation:
-Extra time to complete assigned work
and tests.
-Large Visuals.
-Repeat the instructions to make sure
that she understands the lesson plan.
-Have frequent breaks.
-Use of assistive technology.
Target Student:
Missy
Accommodation:
-Extra time to complete the classwork
and tests.
-Preferential and flexible seating.
-Audio recorder
-Listening devices.
-Read the instructions, tests, directions,
and lesson plan aloud.
-Give more handouts and worksheets so
the student gains more practice.
Target Student:
Bryan
Accommodation:
-Flexible and Preferential seating.
-Work in small groups.
-Use assistive technology.
-Frequent breaks.
-Work independently in another room so
that the student can concentrate better on
classwork without any disruptions.
ELL Target Student: Amir
Accommodation:
-Extra time to complete work and tests.
-Read texts aloud in class so that he can
understand the lesson plan.
-With the math handouts and worksheets
putting together or chunking the
assignments will be easier than just giving
DIFFERENTIATED UNIT PLAN MATH 7
him the whole lesson at one time.
-Flexible and Preferential Seating.
Learning
Styles/Student
Engagement
For the students who have listening and visual problems the
instructor will talk about everything that is in the lesson plan for
that day aloud. Students who can’t see the lesson plan than the
instructor will write it on the whiteboard in the front of the class
daily.
Extension After the lesson plan have the students focus and pair up in
groups and discuss it afterwards with the rest of the class.
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?
The instructor designed the lesson plan for each student to make sure that they are
getting all the necessary help that is needed in the classroom. The instructor has added
tools like the whiteboard so that the students can visually see the board better. Included
assistive technology like listening devices for the hard of hearing. Speech to text for hard
of hearing as well. Frequent breaks, more visuals, read aloud, etc. are all ways that the
instructor has helped their students. The instructor has evaluated students the way that
they did to make sure that they had a clear understanding of the lesson plan but also to
accommodate their needs.
Target Students
Struggling Rachel, Eli, Jamie, Amir, and Kate will all receive small group
instruction or an opportunity to work with a classmate as well as
extra time on assignments, flexible or preferential seating and
breaks if needed.
Proficient Missy, Jack, and Bryan will have to option to work one of their
classmates if they need extra help or even sometimes
independently if they understand. Basically, these students can
work better by themselves only need teacher if they have
questions or don’t understand the lesson plan.
Advanced Matthew, for the students who understands the assignment and
has no problem with staying our task but one also doing good
academically then they should be given the opportunity to
complete more assignments and even more complex activities, and
assignments.
Co-Teaching & Collaboration: The General Education teacher will cover the
introduction of the lesson plan and what will be covered in the lesson plan. The
additional instructor will circulate the classroom by seeing who understands the needs
DIFFERENTIATED UNIT PLAN MATH 8
the most help with the assignments. Trying to help the students who did not complete all
of their assignments for that day. The paraprofessional will support any of the students
who need that additional help.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Common Core Standards Initiative (2023). Common Core Standards for Mathematics.
https://learning.ccsso.org/common-core-state-standards-initiative
InTASC. (2013). Model Core Teaching Standard and Learning Progressives for
Teachers.
https://ccsso.org/sites/default/files/201712/2013_INTASC_Learning_Progressions_for_Te
achers.pdf
Virginia Department of Education (2016). Mathematics Standards of Learning for
Virginia Public School.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standardsinstruction/
mathematics
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN MATH 9
MATH UNIT: DAY 2
PRELIMINARY INFORMATION
Candidate Name: April Mcclary Grade Level: 6
Candidate’s Endorsement: Special
Education
Central Focus: Multiplying and Dividing
Fractions
Subject: Computation and Estimation Learning Segment Theme: Multiplying and
Dividing Fractions and Whole Numbers
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 6.5 The student will (a)
multiply and divide Fractions and mixed
numbers.
National Standards NCTE/IRA 1. Interpret and compute
quotients of fractions and solve word
problems involving division of fractions by
fractions, e.g., by using visual fractions models
and equation to represent the problem.
InTASC Standards Standard #4 The teacher understands the
central concepts, tools of inquiry and
structures of the discipline he or she teaches
and creates learning experiences that make
these aspects have the discipline accessible
and meaningful for learners to assure mastery
of the content.
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.
Students will correctly solve a set of 15 problems on dividing and multiplying fractions
with an 80% accuracy in 5 out of 7 trials.
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?
The instructor will show the students a video on multiplying whole numbers and
fractions.
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.
DIFFERENTIATED UNIT PLAN MATH 10
Instruction/Modeling A review of the multiplication and division of
fractions by the instructor. Also, the
instructor will do a review on the vocabulary
and the key terms from the lesson plan on day
1. After the review the instructor will go over
some more examples of multiplying and
dividing whole numbers and fractions. Then
have them work in their Chromebooks on the
app Dream Box for 30 min. After that have
the students work out the examples together
on the whiteboard and share it with the rest of
the class.
Guided Practice Using the smartboards show the students
some more examples and then have the
students work in groups together to get the
answers.
Independent Practice The instructor will give the students a
handout on multiplication and dividing
fractions and whole numbers. Observe the
students by walking around the class to see if
they need help. This will help the instructor in
the much-needed areas that they are having
problems in.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
The instructor will end the class with the students sharing from their journals about
what they have learned during the lesson plan.
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)
The instructor will ask the students a series of
questions. By doing this the instructor will
keep track of who needs help the most. This
will help the instructor design the future
lesson plans for the class.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor will grade the questions and
examples that the student did during the
guided practice.
Summative Assessment (matches the
objective)
The students must correctly answer 8 out of
10 questions/problems on multiplication and
DIFFERENTIATED UNIT PLAN MATH 11
division fractions.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Learners will understand multiplying and
dividing fractions by whole numbers when
doing their group work.
Language Support(s) The instructor will provide vocabulary and
key terms of multiplying and dividing
fractions with whole numbers.
Essential Vocabulary Fraction, Product, Quotient, Multiply, Divide,
Mixed Number, Whole Number, Numerator,
Denominator.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Teamwork will be the area that the instructor
will be focused on greatly with the students
because a lot of the work and activities was
done in group work or as a whole class. It is
through the group work that students will the
importance of how to work together and
sharing their feelings with their peers but also
learning how to comprehend the
multiplication and division of fractions with
mixed numbers.
Materials Chromebook
whiteboard
visuals/handouts
Technology Connection The teacher will use the computers and
whiteboard to help present and instruct the
students on the new material.
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:
-Working in small groups.
-Extra time to complete his work and
testing if needed.
-Visuals from the lesson plan.
-Copies of notes by the instructor prior to
the lesson.
DIFFERENTIATED UNIT PLAN MATH 12
Target Student:
Kate
Accommodation:
-Flexible or preferential seating.
-Extra time to complete his work and
testing if needed.
-Work in small groups.
-Copies of assignments and tests.
-Visuals.
-Repeat directions if needed.
Target Student: Jack
Accommodation:
A chart to observe ad record his behavior
in class daily.
-Flexible and Preferential seating.
Small group work.
Target Student:
Jamie
Accommodation:
Use assistive technology.
-Read aloud the lesson, activities, and
directions to him.
Teacher check in regularly with students
to make sure they have the proper
understanding.
Extend time to complete work and
assessments if needed.
Target Student: Eli
Accommodation:
-Preferential or flexible seating.
-Instructor needs to repeat directions
regularly.
-Use large visuals.
-Modify the assignments to help the
students learn and understand.
Target Student:
Rachel
Accommodation:
-Extra time to complete assigned work and
tests.
-Large Visuals.
-Repeat the instructions to make sure that
she understands the lesson plan.
-Have frequent breaks.
-Use of assistive technology.
Target Student:
Missy
Accommodation:
-Extra time to complete the classwork and
tests.
-Preferential and flexible seating.
-Audio recorder
-Listening devices.
-Read the instructions, tests, directions,
and lesson plan aloud.
-Give more handouts and worksheets so
the student gains more practice.
DIFFERENTIATED UNIT PLAN MATH 13
Target Student:
Bryan
Accommodation:
-Flexible and Preferential seating.
-Work in small groups.
-Use assistive technology.
-Frequent breaks.
-Work independently in another room so
that the student can concentrate better on
classwork without any disruptions.
ELL Target Student:
Amir
Accommodation:
-Extra time to complete work and tests.
-Read texts aloud in class so that he can
understand the lesson plan.
-With the math handouts and worksheets
putting together or chunking the
assignments will be easier than just giving
him the whole lesson at one time.
-Flexible and Preferential Seating.
Learning
Styles/Student
Engagement
For the students who have listening and visual problems the
instructor will talk about everything that is in the lesson plan for
that day aloud. Students who can’t see the lesson plan than the
instructor will write it on the whiteboard in the front of the class
daily.
Extension At the end of class, the instructor has students fill out an exit ticket
on what they have learned that day about multiplying and dividing
fractions and whole numbers. As they are leaving let them drop
their responses in a box on the instructor’s desk.
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 Rachel, Eli, Jamie, Amir, and Kate will all receive small group
instruction or an opportunity to work with a classmate as well as
extra time on assignments, flexible or preferential seating and
breaks if needed.
Proficient Missy, Jack, and Bryan will have to option to work one of their
classmates if they need extra help or even sometimes
independently if they understand. Basically, these students can
work better by themselves only need teacher if they have questions
or don’t understand the lesson plan.
Advanced Matthew, for the students who understands the assignment and
DIFFERENTIATED UNIT PLAN MATH 14
has no problem with staying our task but one also doing good
academically then they should be given the opportunity to
complete more assignments and even more complex activities, and
assignments.
Co-Teaching & Collaboration: The paraprofessional will observe the classroom by
walking around to make sure that each student understands the lesson for that day.
Making sure that they are paying attention. The instructor will assist the students in
small groups who are having trouble or need that one-on-one help.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Common Core Standards Initiative (2023). Common Core Standards for Mathematics.
https://learning.ccsso.org/common-core-state-standards-initiative
InTASC. (2013). Model Core Teaching Standard and Learning Progressives for
Teachers.
https://ccsso.org/sites/default/files/201712/2013_INTASC_Learning_Progressions_for_Te
achers.pdf
Virginia Department of Education (2016). Mathematics Standards of Learning for
Virginia Public School.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standardsinstruction/
mathematics
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN MATH 15
MATH UNIT: DAY 3
PRELIMINARY INFORMATION
Candidate Name: April Mcclary Grade Level: 6
Candidate’s Endorsement: Special
Education
Central Focus: Multiplying and Dividing
Fractions
Subject: Computation and Estimation Learning Segment Theme: Multiplying and
Dividing Fractions and Whole numbers
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 6.5 The student will (a)
multiply and divide Fractions and mixed
numbers.
National Standards NCTE/IRA 1. Interpret and compute
quotients of fractions and solve word
problems involving division of fractions by
fractions, e.g., by using visual fractions models
and equation to represent the problem.
InTASC Standards Standard #4 The teacher understands the
central concepts, tools of inquiry and
structures of the discipline he or she teaches
and creates learning experiences that make
these aspects have the discipline accessible
and meaningful for learners to assure mastery
of the content.
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.
Students will correctly solve a set of 15 problems on dividing and multiplying fractions
with an 80% accuracy in 5 out of 7 trials.
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?
If Jill eat ¾ of pizza that has 12 slices. How many slices of pizza did Jill eat?
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 -The teacher will begin the class with
DIFFERENTIATED UNIT PLAN MATH 16
reviewing the previous lesson.
-Then next have the students work on the
example that the instructor started class with
and help them answer the question.
-Then after all the students get their final
answer the instructor can work the example
on the whiteboard to see if it was done
correctly.
-The instructor gives the students the answer
that Jill ate 9 slices of pizza. Then the
instructor will show how they got the answer
¾ x 12= (3x12)/4=9 pieces.
The other half of class the paraprofessional
will let the students watch a video on
multiplication and dividing fractions and
whole numbers. Then after the video the
paraprofessional will give the students a
handout on multiplication and dividing
fractions and whole numbers.
Guided Practice The teacher will show an example to the
students by using 24 Oreo cookies and then
taking 12 of them away. How much Oreos
does that leave and represent it in fraction
form? After working it out on the whiteboard
and giving the students the answer.
Then the instructor will let the students do
their own examples by using Oreos and then
showing how they got the answer and what
fraction did it represent?
Independent Practice The paraprofessional will put 8 problems on
the whiteboard and ask the students to solve
them individually. The paraprofessional will
give the students more time to solve the
problems. Then after the students solve the
problem let them put their answers in their
journals, to be graded by the instructor.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
At the end of the lesson the instructor will go over the answers with the students and
have an open discussion about how they got their answers.
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
DIFFERENTIATED UNIT PLAN MATH 17
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)
The instructor will ask the students a series of
questions. By doing this the instructor will
keep track of who needs help the most. This
will help the instructor design the future
lesson plans for the class.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor will grade the questions and
examples that the student did during the
guided practice
Summative Assessment (matches the
objective)
The students must correctly answer 8 out of
10 questions/problems on multiplication and
division fractions.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Learners will understand multiplying and
dividing fractions by whole numbers when
doing their group work.
Language Support(s) The instructor will provide vocabulary and
key terms of multiplying and dividing
fractions with whole numbers.
Essential Vocabulary Fraction, Product, Quotient, Multiply, Divide,
Mixed Number, Whole Number, Numerator,
Denominator.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Teamwork will be the area that the instructor
will be focused on greatly with the students
because a lot of the work and activities was
done in group work or as a whole class. It is
through the group work that students will the
importance of how to work together and
sharing their feelings with their peers but also
learning how to comprehend the
multiplication and division of fractions with
mixed numbers.
Materials Chromebook
whiteboard
visuals/handouts
Technology Connection The teacher will use the computers and
DIFFERENTIATED UNIT PLAN MATH 18
whiteboard to help present and instruct the
students on the new material.
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:
-Working in small groups.
-Extra time to complete his work and
testing if needed.
-Visuals from the lesson plan.
-Copies of notes by the instructor prior to
the lesson.
Target Student:
Kate
Accommodation:
Flexible or preferential seating.
-Extra time to complete his work and
testing if needed.
-Work in small groups.
-Copies of assignments and tests.
-Visuals.
-Repeat directions if needed.
Target Student: Jack
Accommodation:
A chart to observe ad record his behavior
in class daily.
-Flexible and Preferential seating.
Small group work.
Target Student:
Jamie
Accommodation:
Use assistive technology.
-Read aloud the lesson, activities, and
directions to him.
Teacher check in regularly with students
to make sure they have the proper
understanding.
Extend time to complete work and
assessments if needed.
Target Student: Eli
Accommodation:
-Preferential or flexible seating.
-Instructor needs to repeat directions
regularly.
-Use large visuals.
-Modify the assignments to help the
students learn and understand.
Target Student:
Rachel
Accommodation:
-Extra time to complete assigned work and
tests.
-Large Visuals.
-Repeat the instructions to make sure that
DIFFERENTIATED UNIT PLAN MATH 19
she understands the lesson plan.
-Have frequent breaks.
-Use of assistive technology.
Target Student:
Missy
Accommodation:
-Extra time to complete the classwork and
tests.
-Preferential and flexible seating.
-Audio recorder
-Listening devices.
-Read the instructions, tests, directions,
and lesson plan aloud.
-Give more handouts and worksheets so
the student gains more practice.
Target Student:
Bryan
Accommodation:
-Flexible and Preferential seating.
-Work in small groups.
-Use assistive technology.
-Frequent breaks.
-Work independently in another room so
that the student can concentrate better on
classwork without any disruptions.
ELL Target Student:
Amir
Accommodation:
-Extra time to complete work and tests.
-Read texts aloud in class so that he can
understand the lesson plan.
-With the math handouts and worksheets
putting together or chunking the
assignments will be easier than just giving
him the whole lesson at one time.
-Flexible and Preferential Seating.
Learning
Styles/Student
Engagement
For the students who have listening and visual problems the
instructor will talk about everything that is in the lesson plan for
that day aloud. Students who can’t see the lesson plan than the
instructor will write it on the whiteboard in the front of the class
daily.
Extension At the end of the lesson the instructor let the students go into
groups and discuss what they learned in class today. Then have a
few students share their thoughts in front of the class.
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
DIFFERENTIATED UNIT PLAN MATH 20
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 Rachel, Eli, Jamie, Amir, and Kate will all receive small group
instruction or an opportunity to work with a classmate as well as
extra time on assignments, flexible or preferential seating and
breaks if needed.
Proficient Missy, Jack, and Bryan will have to option to work one of their
classmates if they need extra help or even sometimes
independently if they understand. Basically, these students can
work better by themselves only need teacher if they have questions
or don’t understand the lesson plan.
Advanced Matthew, for the students who understands the assignment and
has no problem with staying our task but one also doing good
academically then they should be given the opportunity to
complete more assignments and even more complex activities, and
assignments.
Co-Teaching & Collaboration: Co-Teaching & Collaboration: The General Education
teacher will cover the introduction of the lesson plan and what will be covered in the
lesson plan. The paraprofessional will circulate the classroom by seeing who understands
the needs the most help with the assignments. Trying to help the students who did not
complete all their assignments for that day. The paraprofessional will support any of the
students who need that additional help.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Common Core Standards Initiative (2023). Common Core Standards for Mathematics.
https://learning.ccsso.org/common-core-state-standards-initiative
InTASC. (2013). Model Core Teaching Standard and Learning Progressives for
Teachers.
https://ccsso.org/sites/default/files/201712/2013_INTASC_Learning_Progressions_for_Te
achers.pdf
Virginia Department of Education (2016). Mathematics Standards of Learning for
Virginia Public School.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standardsinstruction/
mathematics
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN MATH 21
MATH UNIT: DAY 4
PRELIMINARY INFORMATION
Candidate Name: April Mcclary Grade Level: 6
Candidate’s Endorsement: Special
Education
Central Focus: Multiplying and Dividing
Fractions
Subject: Computation and Estimation Learning Segment Theme: Multiplying and
Dividing Fractions and Whole numbers
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 6.5 The student will (a)
multiply and divide Fractions and mixed
numbers.
National Standards NCTE/IRA 1. 1 Interpret and compute
quotients of fractions and solve word
problems involving division of fractions by
fractions, e.g., by using visual fractions models
and equation to represent the problem.
InTASC Standards Standard #4 The teacher understands the
central concepts, tools of inquiry and
structures of the discipline he or she teaches
and creates learning experiences that make
these aspects have the discipline accessible
and meaningful for learners to assure mastery
of the content.
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 be able to multiply and divide fractions with an
80% accuracy in 4 out of 5 trials.
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?
The instructor gives students a scenario in which they have a birthday party, and Diane
ate ¼ of the cake, which she left ¾ of the cake. Then June ate 1/3 of ¾ of the cake. How
much of the cake that June eats?
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 22
students will solve during the lesson—with the correct answers.
Instruction/Modeling The instructor will begin the class by helping
the students answer the question that was
given to them at the beginning of class on the
whiteboard. First give the students 15 to
answer the question then go over it with them
on the whiteboard. After the students had
time to answer then the instructor will work it
out on the whiteboard and give them the final
answer which is 1/3 x ¾= 3/12=1/4. June ate ¼
of the cake.
-Review the steps if the students still don’t
understand or did not get the answer of ¼
cake.
Guided Practice The instructor will separate the students into
groups. Then give them another math
example and let them try to answer it for 15
min. After that then the instructor will call
each student up to the whiteboard to show
each step of how they got the answer to the
example.
Independent Practice The teacher asks the students to put the
examples in their journals. After the students
are done then the instructor will collect the
notebooks to be graded.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
At the end of class, the instructor will have an open discussion about what they learned
in class today but also write in their journals their feelings and thoughts as well.
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)
The instructor will ask the students a series of
questions. By doing this the instructor will
keep track of who needs help the most. This
will help the instructor design the future
lesson plans for the class.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor will grade the questions and
examples that the student did during the
guided practice.
DIFFERENTIATED UNIT PLAN MATH 23
Summative Assessment (matches the
objective)
The students must correctly answer 8 out of
10 questions/problems on multiplication and
division fractions.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Learners will understand multiplying and
dividing fractions by whole numbers when
doing their group work.
Language Support(s) The instructor will provide vocabulary and
key terms of multiplying and dividing
fractions with whole numbers.
Essential Vocabulary Fraction, Product, Quotient, Multiply, Divide,
Mixed Number, Whole Number, Numerator,
Denominator.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Teamwork will be the area that the instructor
will be focused on greatly with the students
because a lot of the work and activities was
done in group work or as a whole class. It is
through the group work that students will the
importance of how to work together and
sharing their feelings with their peers but also
learning how to comprehend the
multiplication and division of fractions with
mixed numbers.
Materials Chromebook
whiteboard
visuals/handouts
Technology Connection The teacher will use the computers and
whiteboard to help present and instruct the
students on the new material.
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,
Target Student:
Matthew
Accommodation:
-Working in small groups.
-Extra time to complete his work and
testing if needed.
-Visuals from the lesson plan.
-Copies of notes by the instructor prior to
DIFFERENTIATED UNIT PLAN MATH 24
etc.) the lesson.
Target Student:
Kate
Accommodation:
Flexible or preferential seating.
-Extra time to complete his work and
testing if needed.
-Work in small groups.
-Copies of assignments and tests.
-Visuals.
-Repeat directions if needed.
Target Student: Jack
Accommodation:
A chart to observe ad record his behavior
in class daily.
-Flexible and Preferential seating.
Small group work.
Target Student:
Jamie
Accommodation:
Use assistive technology.
-Read aloud the lesson, activities, and
directions to him.
Teacher check in regularly with students
to make sure they have the proper
understanding.
Extend time to complete work and
assessments if needed.
Target Student: Eli
Accommodation:
-Preferential or flexible seating.
-Instructor needs to repeat directions
regularly.
-Use large visuals.
-Modify the assignments to help the
students learn and understand.
Target Student:
Rachel
Accommodation:
-Extra time to complete assigned work and
tests.
-Large Visuals.
-Repeat the instructions to make sure that
she understands the lesson plan.
-Have frequent breaks.
-Use of assistive technology.
Target Student:
Missy
Accommodation:
-Extra time to complete the classwork and
tests.
-Preferential and flexible seating.
-Audio recorder
-Listening devices.
-Read the instructions, tests, directions,
and lesson plan aloud.
DIFFERENTIATED UNIT PLAN MATH 25
-Give more handouts and worksheets so
the student gains more practice.
Target Student:
Bryan
Accommodation:
-Flexible and Preferential seating.
-Work in small groups.
-Use assistive technology.
-Frequent breaks.
-Work independently in another room so
that the student can concentrate better on
classwork without any disruptions.
ELL Target Student:
Amir
Accommodation:
-Extra time to complete work and tests.
-Read texts aloud in class so that he can
understand the lesson plan.
-With the math handouts and worksheets
putting together or chunking the
assignments will be easier than just giving
him the whole lesson at one time.
-Flexible and Preferential Seating.
Learning
Styles/Student
Engagement
For the students who have listening and visual problems the
instructor will talk about everything that is in the lesson plan for
that day aloud. Students who can’t see the lesson plan than the
instructor will write it on the whiteboard in the front of the class
daily.
Extension At the end of the lesson the instructor let the students go into
groups and discuss what they learned in class today. Then have a
few students share their thoughts in front of the class.
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 Rachel, Eli, Jamie, Amir, and Kate will all receive small group
instruction or an opportunity to work with a classmate as well as
extra time on assignments, flexible or preferential seating and
breaks if needed.
Proficient Missy, Jack, and Bryan will have to option to work one of their
classmates if they need extra help or even sometimes
independently if they understand. Basically, these students can
work better by themselves only need teacher if they have questions
or don’t understand the lesson plan.
DIFFERENTIATED UNIT PLAN MATH 26
Advanced Matthew, for the students who understands the assignment and
has no problem with staying our task but one also doing good
academically then they should be given the opportunity to
complete more assignments and even more complex activities, and
assignments.
Co-Teaching & Collaboration: : Co-Teaching & Collaboration: The General Education
teacher will cover the introduction of the lesson plan and what will be covered in the
lesson plan. The additional instructor will circulate the classroom by seeing who
understands the needs the most help with the assignments. Trying to help the students
who did not complete all of their assignments for that day. The paraprofessional will
support any of the students who need that additional help.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Common Core Standards Initiative (2023). Common Core Standards for Mathematics.
https://learning.ccsso.org/common-core-state-standards-initiative
InTASC. (2013). Model Core Teaching Standard and Learning Progressives for
Teachers.
https://ccsso.org/sites/default/files/201712/2013_INTASC_Learning_Progressions_for_Te
achers.pdf
Virginia Department of Education (2016). Mathematics Standards of Learning for
Virginia Public School.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standardsinstruction/
mathematics
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
DIFFERENTIATED UNIT PLAN MATH 27
MATH UNIT: DAY 5
PRELIMINARY INFORMATION
Candidate Name: April Mcclary Grade Level: 6
Candidate’s Endorsement: Special
Education
Central Focus: Multiplying and Dividing
Fractions
Subject: Computation and Estimation Learning Segment Theme: Multiplying and
Dividing Fractions and Whole numbers
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 6.5 The student will (a)
multiply and divide Fractions and mixed
numbers.
National Standards NCTE/IRA 1. Interpret and compute
quotients of fractions and solve word
problems involving division of fractions by
fractions, e.g., by using visual fractions models
and equation to represent the problem.
InTASC Standards Standard #4 The teacher understands the
central concepts, tools of inquiry and
structures of the discipline he or she teaches
and creates learning experiences that make
these aspects have the discipline accessible
and meaningful for learners to assure mastery
of the content.
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 be able to multiply and divide fractions with an
80% accuracy in 4 out of 5 trials.
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?
The instructor will show the class a video on multiplying and dividing fractions.
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 The instructor will get the students attention
DIFFERENTIATED UNIT PLAN MATH 28
by engaging them in a brief question and
answer discussion. The instructor will also
show the students that multiplying fractions
with whole numbers is not that hard it is
identical to multiplying with mixed numbers.
The instructor will model to the students how
to answer the math problems and the steps to
answering them to get the correct answers.
Guided Practice After the video from earlier the instructor will
ask the students to discuss in groups their
feelings about the video. Then the instructor
will give the students more math examples on
the whiteboard and then ask them to record
their answers in their journals.
Independent Practice The teacher will have the students solve and
work on 5 problems without any help. Record
their answers in their journals. Then the
instructor will collect the journals to be
graded.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
At the end of class, the instructor asks each student did they liked the lesson plan and if
not than how can the lesson plan be improved? Then let the students record their
thoughts on an exit ticket. As they are leaving, they can drop their exit tickets in the box
on the instructor’s desk.
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)
The instructor will ask the students a series of
questions. By doing this the instructor will
keep track of who needs help the most. This
will help the instructor design the future
lesson plans for the class.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The instructor will grade the questions and
examples that the student did during the
guided practice
Summative Assessment (matches the
objective)
The students must correctly answer 8 out of
10 questions/problems on multiplication and
division fractions.
DIFFERENTIATED UNIT PLAN MATH 29
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Learners will understand multiplying and
dividing fractions by whole numbers when
doing their group work.
Language Support(s) The instructor will provide vocabulary and
key terms of multiplying and dividing
fractions with whole numbers.
Essential Vocabulary Fraction, Product, Quotient, Multiply, Divide,
Mixed Number, Whole Number, Numerator,
Denominator.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Teamwork will be the area that the instructor
will be focused on greatly with the students
because a lot of the work and activities was
done in group work or as a whole class. It is
through the group work that students will the
importance of how to work together and
sharing their feelings with their peers but also
learning how to comprehend the
multiplication and division of fractions with
mixed numbers.
Materials Chromebook
whiteboard
visuals/handouts
Technology Connection The teacher will use the computers and
whiteboard to help present and instruct the
students on the new material.
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:
-Working in small groups.
-Extra time to complete his work and
testing if needed.
-Visuals from the lesson plan.
-Copies of notes by the instructor prior to
the lesson.
Target Student:
Kate
Flexible or preferential seating.
-Extra time to complete his work and
DIFFERENTIATED UNIT PLAN MATH 30
Accommodation: testing if needed.
-Work in small groups.
-Copies of assignments and tests.
-Visuals.
-Repeat directions if needed.
Target Student: Jack
Accommodation:
A chart to observe ad record his behavior
in class daily.
-Flexible and Preferential seating.
Small group work.
Target Student:
Jamie
Accommodation:
Use assistive technology.
-Read aloud the lesson, activities, and
directions to him.
Teacher check in regularly with students
to make sure they have the proper
understanding.
Extend time to complete work and
assessments if needed.
Target Student: Eli
Accommodation:
-Preferential or flexible seating.
-Instructor needs to repeat directions
regularly.
-Use large visuals.
-Modify the assignments to help the
students learn and understand.
Target Student:
Rachel
Accommodation:
-Extra time to complete assigned work and
tests.
-Large Visuals.
-Repeat the instructions to make sure that
she understands the lesson plan.
-Have frequent breaks.
-Use of assistive technology.
Target Student:
Missy
Accommodation:
-Extra time to complete the classwork and
tests.
-Preferential and flexible seating.
-Audio recorder
-Listening devices.
-Read the instructions, tests, directions,
and lesson plan aloud.
-Give more handouts and worksheets so
the student gains more practice.
Target Student: -Flexible and Preferential seating.
DIFFERENTIATED UNIT PLAN MATH 31
Bryan
Accommodation:
-Work in small groups.
-Use assistive technology.
-Frequent breaks.
-Work independently in another room so
that the student can concentrate better on
classwork without any disruptions.
ELL Target Student:
Amir
Accommodation:
-Extra time to complete work and tests.
-Read texts aloud in class so that he can
understand the lesson plan.
-With the math handouts and worksheets
putting together or chunking the
assignments will be easier than just giving
him the whole lesson at one time.
-Flexible and Preferential Seating.
Learning
Styles/Student
Engagement
For the students who have listening and visual problems the
instructor will talk about everything that is in the lesson plan for
that day aloud. Students who can’t see the lesson plan than the
instructor will write it on the whiteboard in the front of the class
daily.
Extension At the end of the lesson the instructor let the students go into
groups and discuss what they learned in class today. Then have a
few students share their thoughts in front of the class.
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 Rachel, Eli, Jamie, Amir, and Kate will all receive small group
instruction or an opportunity to work with a classmate as well as
extra time on assignments, flexible or preferential seating and
breaks if needed.
Proficient Missy, Jack, and Bryan will have to option to work one of their
classmates if they need extra help or even sometimes
independently if they understand. Basically, these students can
work better by themselves only need teacher if they have questions
or don’t understand the lesson plan.
Advanced Matthew, for the students who understands the assignment and
has no problem with staying our task but one also doing good
academically then they should be given the opportunity to
complete more assignments and even more complex activities, and
DIFFERENTIATED UNIT PLAN MATH 32
assignments.
Co-Teaching & Collaboration: : Co-Teaching & Collaboration: The General Education
teacher will cover the introduction of the lesson plan and what will be covered in the
lesson plan. The additional instructor will circulate the classroom by seeing who
understands the needs the most help with the assignments. Trying to help the students
who did not complete all of their assignments for that day. The paraprofessional will
support any of the students who need that additional help.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Common Core Standards Initiative (2023). Common Core Standards for Mathematics.
https://learning.ccsso.org/common-core-state-standards-initiative
InTASC. (2013). Model Core Teaching Standard and Learning Progressives for
Teachers.
https://ccsso.org/sites/default/files/201712/2013_INTASC_Learning_Progressions_for_Te
achers.pdf
Virginia Department of Education (2016). Mathematics Standards of Learning for
Virginia Public School.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standardsinstruction/
mathematics
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Click or tap here to enter text.
