Design A Comprehensive Mathematics Unit Plan Based On The Go

Design a comprehensive mathematics unit plan based on the goals

Read the case study to inform the assignment. 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: Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13]. Solve expressions with variables (e.g., 3x = -24). Write and solve the algebraic equation in a real-life word problem.

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.

Paper For Above instruction

Designing an effective three-day mathematics unit plan for Fiona, a ninth-grade student requiring specialized instructional strategies, involves a thoughtful integration of instructional goals, assistive technologies, assessment methods, and literacy standards. Given Fiona's academic profile, the unit focuses on strengthening her skills in simplifying algebraic expressions, solving for variables, and translating algebraic solutions into real-life contexts, aligning with her IEP goals and her contextual needs.

Day 1: Introduction to Simplifying Algebraic Expressions

The first lesson introduces Fiona to the concept of simplifying algebraic expressions, focusing on combining like terms and basic operations. The lesson begins with a direct instruction using visual aids and graphic organizers to depict algebraic terms visually, leveraging augmentative and alternative communication (AAC) systems such as picture symbols and digital speech-generating devices for students with expressive language difficulties. Assistive technology tools like algebra tiles and interactive whiteboards support kinaesthetic and visual learners, enabling Fiona to manipulate physical models and interact with digital representations of algebraic expressions.

The lesson incorporates formative assessment through quick checks, such as having Fiona verbally or via AAC device explain her understanding of "like terms" and demonstrate simplification using manipulatives. Summative assessment comes with a short quiz where she simplifies various expressions, demonstrating mastery through visual work samples and AAC-recorded responses. To support literacy, the lesson incorporates ELA writing standards by prompting Fiona to write a paragraph explaining how to simplify an algebraic expression, emphasizing clarity and reasoning, which aligns with CCSS.ELA-LITERACY.W.9-10.2.

Day 2: Solving for the Variable

The second lesson extends to solving simple linear equations with one variable, like 3x = -24. Instruction begins with modeling the steps using both visual aids and AAC tools to facilitate understanding. Fiona practices solving equations using scaffolded problems, first with examples that break down each step, guided by interactive software that provides instant feedback. Assistive technology such as speech-to-text systems supports her to articulate her reasoning aloud or through AAC devices.

Assessment includes formative strategies like observing her approach during guided practice and her responses on digital worksheets. The summative assessment involves Fiona solving a set of equations independently, with her solutions recorded via AAC or text. To reinforce literacy skills, Fiona completes a writing activity where she narrates the steps she took to solve an equation, connecting mathematical processes with English language expression, consistent with CCSS.ELA-LITERACY.W.9-10.2 and W.9-10.4 standards.

Day 3: Applying Skills to Real-Life Word Problems

The final lesson integrates the skills learned by having Fiona write and solve algebraic equations based on real-life scenarios, such as calculating the total cost of items or determining time frames. The instruction begins with discussion of the importance of translating word problems into algebraic expressions. AAC supports such as visual storyboards and programmable devices allow Fiona to organize her thoughts and communicate her equations effectively.

Formative assessment involves guided practice where Fiona writes the equation corresponding to a word problem, aided by prompts and visual cues, and then solves it, with her reasoning documented through speech or AAC recordings. For summative assessment, Fiona completes a worksheet with real-life problems, both written and spoken responses, demonstrating her ability to transfer her skills to practical contexts. Literacy integration involves a writing task where Fiona explains in a paragraph how she approached solving a word problem, fostering her ability to articulate mathematical thinking in written language, aligning with CCSS.ELA-LITERACY.W.9-10.2 and related standards.

Conclusion

This unit plan provides a structured approach to advancing Fiona’s algebra skills by blending visual, tactile, and technological supports, along with varied assessment methods, ensuring accessibility and mastery. Incorporating literacy standards emphasizes her ability to communicate mathematical reasoning effectively, supporting her overall academic development in a supportive, accessible learning environment.

References

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