GCU College of Education

LESSON UNIT PLAN TEMPLATE

Case Study: Fiona

Grade: 9th
Age: 14

It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving
instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra
class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona
understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her
math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math
teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her
being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:

1. Simplify addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13).
2. Solve expressions with variables (e.g., 3x = -24).

3. Write and solve the algebraic equation in a real-life word problem.

Rational for Instructional Strategies on Fiona’s Schooling

Fiona is a student who is 2 years below grade-level in math and 1 year below grade-level in reading. Her special education

teacher and general math teacher came up with 3 separate goals for her to specifically work on. They are as follow: “1. Simplify

addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13).; 2. Solve expressions with variables

(e.g., 3x = -24).; 3. Write and solve the algebraic equation in a real-life word problem.” There are a few different ways that I would

teach these goals, through teaching vocabulary, graphic organizers and mnemonic strategies. The first way is through making sure she

knows the vocabulary that is needed to be able to understand the topics or skills she needs. According to The Iris Center’s Algebra

(Part 1): Applying Learning Strategies to Beginning Algebra, it is suggested that the “It is important that students be able to define and

use algebra terminology. A list of important vocabulary terms and strategies for teaching them are included in this case study.”
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[ CITATION Pau17 \l 1033 ] It is very important that the teacher knows what Fiona, knows terminology-wise before diving into what

she needs to work on. This could mean a pre-test would be helpful in measuring what Fiona is capable of.

After that has been established it will be important to help teach Fiona the terms she isn’t familiar with. One of the ways that

this could be done is through a graphic organizer found from a teacher’s website called, Middle School Math Moments. This math

specific math organizer would help Fiona to understand the difference between words for adding, subtracting, multiplying and

dividing. Although she may not have struggles in this area, it would help her in writing her equations and solving real-world problems.

The last teaching strategy I would use would be Mnemonics. These have been around for a long time and are very helpful for

students to recall information by learning a different phrase that is easier to remember than the given words. The one that I would use

for this example would be: PEMDAS. From a website called Study.com, I was able to find a short video on PEMDAS and I thought

that it would be helpful to Fiona to watch this video and learn what order to do things in. It was a fairly short video that could possibly

be shown to the whole class as well but might be more appropriate based on what the rest of the class knows compared to what Fiona

knows.

References

Learning Sciences International. (2015). Marzano Taxonomy - Queston Stems, Products, Terms, and Phrases*. Retrieved from
Learning Sciences International: https://wres.pasco.k12.fl.us/wp-content/uploads/wres/2016/02/Marzano-
Taxonomy_Questions-Stems-Phrases-Products1.pdf

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Bundly, B. (2003-2019). What is PEMDAS? - Definition, Rule & Examples. Retrieved from Study.com:
https://study.com/academy/lesson/what-is-pemdas-definition-rule-examples.html
Ellie. (2013, October 15). Translating Between Words and Math - Graphic Organizer. Retrieved from Middle School Math Moments:
http://www.middleschoolmathmoments.com/2013/10/translating-between-words-and-math.html
Paulsen, K. (2017, April 27). Algebra (Part 1): Applying Learning Strategies to Beginning Algebra. Retrieved from The Iris Center:
http://www.iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_alg1.pdf

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan
Template.”
Your unit plan must include:

 Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.

 Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.

 Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

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Section 1: Lesson Preparation
Teacher Candidate Name: Kaylee Green
Grade Level: 9th grade
Unit/Subject: Algebra Expressions and Equations/Algebra
Title of Unit and Brief Summary: Algebra Equations and Expressions Unit
Classroom and Student Factors/Grouping: There are 5 IEP students, 2 are 2 grade levels below in math, 3 are 1 grade level below in math. There
are no ESL students.

Day 1 Day 2 Day 3

National/State  9th grade, Algebra
Learning Standards CCSS.MATH.CONTENT.HSA.APR.A.1
List specific grade-level Understand that polynomials
standards that are the
focus of the lesson being form a system analogous to the
presented. integers, namely, they are
closed under the operations of
addition, subtraction, and
multiplication; add, subtract,
and multiply polynomials.
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9th grade, Algebra
CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and
inequalities in one variable,
including equations with coefficients
represented by letters.
CCSS.MATH.CONTENT.HSA.CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
9th grade, Algebra
CCSS.MATH.CONTENT.HSA.APR.D.7
(+) Understand that rational
expressions form a system
analogous to the rational
numbers, closed under addition,
subtraction, multiplication, and
division by a nonzero rational
expression; add, subtract, multiply,
and divide rational expressions.
CCSS.MATH.CONTENT.8.EE.C.8.C
Solve real-world and mathematical
problems leading to two linear
equations in two variables. For
example, given coordinates for
two pairs of points, determine
whether the line through the first
pair of points intersects the line
through the second pair.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended
to be measured in
learning.
Academic Language
General academic
vocabulary and content-
specific vocabulary
included in the unit.
Unit Resources,
Materials,
Equipment, and
Technology
List all resources,
materials, equipment,
and technology to be
used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be
posed throughout the
lesson to assess all levels
of student
The students will become refreshed
on PEMDAS
The students will learn Basic
Variable terms and understand
them.
PEMDAS (Paraenthesis, Exponents,
Multiplication/Division,
Addition/Subtraction=Please Excuse
My Dear Aunt Sally)
Algebraic function,
linear equations,
polynomials,
substitution
taken from [ CITATION Lea15 \l
1033 ]
Computer,
Projector,
Internet,
YouTube videos on PEMDAS
Worksheet on solving using
PEDMAS
White Board
Level 1: Recall
 Does anyone remember
PEDMAS? Or Please Excuse My
Dear Aunt Sally?
Level 2: Skill/Concepts
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Solving equations using variables
Using what they learned yesterday, the
students will understand how to figure out
a problem using different variables such
as x, instead of the real number.
integer
Algebraic function,
linear equations,
polynomials,
substitution
taken from [ CITATION Lea15 \l 1033 ]
Math Moments with Middle Schoolers
page, use graphic organizer from there.
[ CITATION Ell13 \l 1033 ]
Addition words- (added, increased by,…)
Subtraction words- (taken from, less
than…)
Mulitplication words- (times, by, product
of ….)
Division words- (out of, Quotient of)
Exponent- (to the power of…)
Algeblocks (for hands on learners)
Computer,
Projector,
Internet,
White Board
Level 1: Recall
 Yesterday we relearned about
PEMDAS and what did that stand
for?
Level 2: Skill/Concepts
Solving real-world equations/word
problems by using equations and
variables.
Algebraic function,
linear equations,
polynomials,
substitution
taken from [ CITATION Lea15 \l
1033 ]
Real-world experiences
https://www.khanacademy.org/math/a
lgebra/one-variable-linear-
equations/alg1-linear-eq-word-
probs/v/application-problems-with-
equation-in-one-variable
Algeblocks (for hands on learners)
Computer
Projector, internet, White board
Level 1: Recall
 What did we learn yesterday about
equations? What does is “increased
by” mean?
Level 2: Skill/Concepts
understanding?  What does it mean by:  What do we have to do to substitute  Given a problem, how do we set it
 Level 1: Recall Parenthesis, Exponents, a different variable in? How do we up and solve it?
 Level 2: Division/Multiplication, prove that the given number works? Level 3: Strategic Thinking
Skill/Concepts
Addition/Subtraction? Level 3: Strategic Thinking  What is a different way of coming
 Level 3: Strategic
Thinking Level 3: Strategic Thinking  How do we figure out answers to our up with the same equation? Is
 Level 4: Extended  How can we solve problems but equations? How do we set up there another way that would
Thinking get them wrong? (Doing equations? provide the same correct answers?
PEDMAS in the wrong order.) Level 4: Extended Thinking Level 4: Extended Thinking
Level 4: Extended Thinking  When will this come up in the real  How frequently do you see yourself
 When will you be using these world? using this outside of high school?
types of problems in the real Why might this skill not be used as
world? often for you?

Section 2: Instructional Planning

Day 1 Day 2 Day 3
Anticipatory Set “In the next little while we will be “How do we set up problems?” “which words “Remember the equations we came
How will students’ looking into solving problems that mean what when it comes to algebra?” up with yesterday, we are now
prior knowledge be students might use after high school.” going to use story problems to
activated as well as figure out different equations to
gain student interest solve.”
in the upcoming
content?
Presentation of Content
Multiple Means of I will demonstrate multiple problems on I will use the Middle School Math Moments I will use the Khan Academy video
Representation the board, using the PEMDAS method, site to explain to the students what words can to show a simple story problem that
Describe how content I will also show non-examples and how me what for their various PEMDAS. they will be able to solve.
will be presented in those are the incorrect answers, I will provide the hands on learners with I will provide the hands on learners
various ways to meet Algeblocks to illustrate physically what they with Algeblocks to illustrate
the needs of different are trying to figure out. physically what they are trying to
learners.
figure out.
Multiple Means of  ELL- None in this class, if there  ELL- None in this class, if there  ELL- None in this class, if
Representation were, the instructions would be were, the instructions would be there were, the instructions
Differentiation written in their 1st language written in their 1st language would be written in their 1st

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Explain how materials  SPED- Provide extra assistance,  SPED- Provide extra assistance, language
will be differentiated group students in a way in group students in a way in which  SPED- Provide extra
for each of the which mastery students are in mastery students are in their groups. assistance, group students in
following groups:
their groups.  Gifted- Help with and assist the a way in which mastery
 English
Language
 Gifted- Help with and assist the SPED kids. students are in their groups.
Learners SPED kids.  Early finishers- Have them start the  Gifted- Help with and assist
(ELL)  Early finishers- Have them start assignment early the SPED kids.
 Students with the assignment early Provide each grouping of students with  Early finishers- Have them
special needs student who will help each other out. start the assignment early
 Students with Provide each grouping of students
gifted with student who will help each
abilities other out.
 Early
finishers
(those who
finish early
and may
need
additional
sources/supp
ort)
Application of Content
Multiple Means of Filling out the worksheet, working in Using Algebra blocks Using Algeblocks
Engagement groups strategically chosen toe make Graphic Organizer with +, -, *. /, exponents, Trying to solve story problems
How will students sure everyone has an “expert” at their parenthesis using their previous skills learned in
explore, practice, and table days earlier.
apply the content?
Multiple Means of  ELL- None in this class, if there  ELL- None in this class, if there  ELL- None in this class, if
Engagement were, the instructions would be were, the instructions would be there were, the instructions
Differentiation written in their 1st language written in their 1st language would be written in their 1st
 SPED- Provide extra assistance,  SPED- Provide extra assistance, language
group students in a way in group students in a way in which  SPED- Provide extra
which mastery students are in mastery students are in their groups. assistance, group students in
their groups. Provide TA or Provide TA or Tutor when needed. a way in which mastery
Tutor when needed.  Gifted- Help with and assist the students are in their groups.
 Gifted- Help with and assist the SPED kids. Provide TA or Tutor when

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 SPED kids.  Early finishers- Have them start the needed.
 Early finishers- Have them start assignment early  Gifted- Help with and assist
the assignment early the SPED kids.
 Early finishers- Have them
start the assignment early

Assessment of Content
Multiple Means of Asking for clarification and Have the students explain how well they The students will be given formative
Expression understanding throughout the lesson. understand the material. Have them work on assessments with a thumbs up when
Formative and “Give me a thumbs up if this is familiar real examples. they understand, down when they
summative to you.” Giving the students an exit quiz don’t and to the side when they
assessments used to based on what they learned. Define Given a short quiz at the end of class, the somewhat understand. By
monitor student terms and try a problem using students will need to turn in a practice separating them when this formal
progress and modify
PEMDAS. problem before the end of the math section on assessment is made, I can teach the
instruction.
class. slower students in a smaller group.
Summative assessment should be
given this day, as it would be good
to know if the students have
mastered the skill that has been
taught.
Multiple Means of  ELL- None in this class, if there  ELL- None in this class, if there  ELL- None in this class, if
Expression were, the instructions would be were, the instructions would be there were, the instructions
Differentiation written in their 1st language written in their 1st language would be written in their 1st
 SPED- Provide extra assistance,  SPED- Provide extra assistance, language
group students in a way in group students in a way in which  SPED- Provide extra
which mastery students are in mastery students are in their groups. assistance, group students in
their groups.  Gifted- Help with and assist the a way in which mastery
 Gifted- Help with and assist the SPED kids. students are in their groups.
SPED kids.  Early finishers- Have them start the  Gifted- Help with and assist
 Early finishers- Have them start assignment early the SPED kids.
the assignment early Early finishers- Have them start the
assignment early
Extension Activity and/or Homework
Identify and describe PEMDAS video: Work at home on Khan, if the family knows Work on Khan Academy
any extension https://study.com/academy/lesson/ it, the teacher can ask questions when it is Review the videos watched in class
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activities or what-is-pemdas-definition-rule- less busy and chaotic in the class. Extra worksheet on what they
homework tasks as might not get.
examples.html
appropriate. Explain
how the extension Work on Khan on Algebra,
activity or homework 5 problems for homework given by
assignment supports teacher,
the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at
the end of this
template.

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Fiona’s Home Connections

When it comes to what can be done for Fiona’s home help and assistance, I feel that it would be best if she were enrolled in an online

work at your own pace type website, if internet is available at home. For Fiona, I would suggest Khan Academy to help her in this

area. Because the parents may not always know how to help their child in math, this would be a good way for Fiona to obtain practice

and for the teacher to monitor her progress through Khan’s website. The parents could work through the problems in khan academy

and learn alongside their daughter, if they felt confident enough to do so, they also then may learn ways in which they could teach her

to make it more meaningful to her.

If this doesn’t seem feasible for her family makeup, there could be a daily math problem that could be sent home to have Fiona work

on and complete in order to meet her IEP goals. This worksheet could be writing the definitions of the words she struggles with, or it

could also be just working on a set number of problems which she will bring back to the teacher to check for understanding the next

day.

One way that the parents could become more involved could be as simple as just giving Fiona praise for working on her math daily. It

might not be an easy thing for her to do but having praise will certainly encourage her to do more. The parents could even create a

personal goal where once that goal has been reached, like by the time she masters an IEP goal, they will take her to a movie or buy her

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a new outfit or something to that effect. I know that for me, that would be a great motivator to get it done, and this would also help her

to discover ways that motivate her to complete her harder tasks in the future.

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