UDL Integration Unit

Steven A. Hill

Transforming Learning with Technology

Dr. Jensen

26 July 2021
Unit Overview

The target audience for this lesson are 11th and 12th grade students who have been

placed in a support Algebra 2 class due to previously failing the course or previous math courses.

Geary et al., (2012) have stated that “5-8% of students receiving special education services in

K-12 education are identified as having a learning disability in mathematics.” Students are

placed in support mathematics courses based on a failure to pass middle school state math

assessments, and teacher recommendations in current or past courses. Many of these students

have struggled with math throughout their educational career and openly state that they are not

planning to go to college. These classes contain a mixture of students with individual education

plans (IEP’s), 504 plans, and students that have struggled in algebra I, geometry, and algebra II.

Statistics for Effingham County High School, show that forty-four percent of students score

proficient in mathematics and fifty-one percent in reading. Many of our students do not live in

traditional arrangements. Larson (2019) states that U.S. families are “one of the most mobile

populations in the world. By the time many students reach high school, they have moved several

times. For students with learning disabilities, frequently moving can cause them to miss

important concepts needed to be successful in high school courses.

 GSE Content Standards
MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they are closed under these
operations.

MGSE9-12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.

a. MGSE9-12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in

context.

MGSE9-12.A.REI.3 Solve linear equations and inequalities in one variable including equations with
coefficients represented by letters. For example, given ax + 3 = 7, solve for x.

Unit Goals
Students need to be able to:
1. The definitions: terms, factors, and coefficients and what they represent in a polynomial
expression.
2. How to apply addition, subtraction, and multiplication to polynomial expressions.
3. How to explain mathematical reasoning
4. How to apply mathematical operations of polynomial expressions in a real-world context

Unit Objectives
1. Use a smart board and the math website IXL Math to show students perform
mathematical operations involving polynomials.
2. Use the diagnostic tool in IXL Math to determine the proficiency level of students.
3. Allow students who do not show a proficiency of mathematical operations to use digital
and physical manipulatives, guided practice, and time to increase their proficiency level
4. Allow students who demonstrate proficiency of the mathematical operations involving
polynomials to move on to assignments and Polynomials Project.
5. Use a real-world polynomial project to demonstrate understanding of mathematical
operations involving polynomials.
6. Allow students to decide how to complete polynomials project (ie. digital, paper and
pencil, images, websites…), create a rubric, and how they want to present their projects
with guidance from the teacher.

Essential Questions

1. What strategies can I use to help me understand and represent real situations using
expressions, equations and inequalities?
 2. How can I tell the difference between an expression, an equation, and an inequality?
3. How can I write, interpret, and manipulate algebraic expressions, equations, and
inequalities and use them to solve problems?

Essential Terms

1. Addition Property of Equality

2. Algebraic Expression
3. Coefficient
4. Equation
5. Inequality
6. Multiplication Property of Equality
7. Subtraction Property of Equality

Enduring Understanding

1. Relate and compare different representations for a relationship.

2. Develop an initial conceptual understanding of different uses of variables.
3. Recognize that variables can be used to represent numbers in many types of
mathematical problems.
4. Understand the difference between an expression and an equation.
5. Write and solve one-step and multi-step equations consisting of all rational numbers.
6. Recognize that mathematical and real-world situations may have more than one
solution.
7. Recognize situations that require two or more equations to be satisfied simultaneously.

Technology Implementation
1. Google Classroom
2. SMART Board
3. Chromebook/Laptops
4. IXL Math.com
5. DeltaMath
6. YouTube.com
7. Realtor.com
 Day 1-2: Building Background
Standard
MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they are closed under these
operations.

Assessment
1. Student assessment of skill concepts will be guided by using the teacher assessment
tools in IXL Math and Delta Math.
2. Unit assessment will be done using the Polynomial Project.
3. Students will complete a self-reflection at the beginning of each small group.

Lesson Objectives
1. Students will be able to recall prior knowledge learned about like and unlike terms
2. Students will be able to relate and compare different representations for a relationship.
3. Students will be able to develop an initial conceptual understanding of different uses of
variables in mathematical operations with polynomials
4. Students will be able to solve one-step and multi-step equations consisting mathematical
operations involving polynomials.

Instruction
Hook:
1. Students will watch the following video IF MATH WAS REAL! (SMOSH PARODY)
2. The problem Adding or Subtract things that look alike will be on the board when
students walk in the classroom
a. Students will be presented with the question “How do we add, subtract, and
multiply polynomials.” Students will take 5 min. to think/Share for 5mins their
thoughts. Students will share ideas with the class.
b. Students will complete a self-assessment using IXL math to complete diagnostic
assessment.
3. Students will watch and discuss (Polynomial Basics) (the video will be available
through the class website)

4. Students will watch IXL Algebra and discuss using the website (the video will be
available through the class website).

5. Students (who did not demonstrate proficiency in one or more areas on the diagnostic
assessment) on answers to problems on IXL Math (student’s responses are collected
through IXL, allowing the teacher to analyse problem areas) will be divided into two
small groups. Each teacher will remediate as needed. The teacher will guide students
(who did not demonstrate proficiency in one or more areas on the diagnostic assessment)
on answers to problems on IXL Math (student’s responses are collected through IXL,
allowing the teacher to analyse problem areas).
a. Teachers divide students, determined by missed concepts (utilizing diagnostic
reports from IXL Math).
 b. The students showing very little understanding of concepts will watch IXL Math
and be encouraged to work with IXL Math and digital/physical manipulatives.
c. The students showing basic understanding will be encouraged to work with Delta
Math

6. Students that demonstrated proficiency with all three concepts will begin the
Polynomial Project.
a. Students will choose an out-line of their home, building, land, or garden to
complete a Polynomial Project. Students may use hand drawn, digital outlines,
images taken from Realtor.com or other with consultation with the teacher.
b. Students will develop their own questions to answer (with minimum set by the
teacher). Questions must include at least 5 of each type of operation using
polynomials.
c. Students will write a reflection about what they have learned from the project.
d. Students will upload (if not already developed online) their project to an
online presentation platform to present to the class.
e. The project will include adding, subtracting, and multiplication skills used in the
current unit. Example questions expected for students to answer can be found:
Polynomials Project.

What (Multiple Means of Representation) (Facets 1 and 2)

1. The background knowledge of students is activated by using the hook to show the
relation between like and unlike items and mathematical operations polynomials.
2. The use of humor to make a connection between what students learn in school and the
knowledge can be used in real-world situations.

How (Multiple Means of Action and Expression) (Facets 3 and 4)

1. Students can verbally or through Google Classroom, ask and answer with classmates and
teachers.
2. Students can work problems on the IXL Math website or problems can be given on paper.
3. Auditory learners can use headphones to listen to explanations and step-by-step processes
for each problem.

Why (Multiple Means of Engagement) (Facets 5 and 6)

1. Students are reintroduced to mathematical operations.
2. Students are given either a digital or physical copy of a foldable book that they can use to
define terms and example problems with step-by-step directions for each mathematical
operation of polynomials.
3. Students are using IXL Math website which offers digital manipulatives to help students
attain proficiency.
4. Students are using IXL Math website which offers a help feature which shows the steps
needed to complete the problem.
5. Students are allowed to use physical manipulatives to obtain proficiency.
6. Students are given the opportunity to work in small groups for more individualized
attention from the teacher.
 Day 3-5: Understanding
Standard
MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they are closed under these
operations.

Lesson Objectives
1. Students will be able to recall prior knowledge learned about like and unlike terms
2. Students will be able to relate and compare different representations for a relationship.
3. Students will be able to develop an initial conceptual understanding of different uses of
variables in mathematical operations with polynomials
4. Students will be able to solve one-step and multi-step equations consisting mathematical
operations involving polynomials.

Instruction
Hook:
1. Students will choose one of the following from Cool Math as their warm-up:
a. Combining like terms
b. Polynomial identification
c. Evaluate the polynomial

2. Class will discuss:

a. Mathematician comes to defence of TikTok teen blasted for saying math
isn't real
b. When 'math is accessible to any brain,' we can make better political, social
choices, says mathematician

3. Students that demonstrated proficiency in adding and subtracting concepts will focus on
multiplication of polynomial concepts.

4. Students (who did not demonstrate proficiency in one or more areas on the diagnostic
assessment) on answers to problems on IXL Math (student’s responses are collected
through IXL, allowing the teacher to analyse problem areas) will continue to be divided
into two small groups. Each teacher will continue to remediate as needed. The teacher
will guide students (who did not demonstrate proficiency in one or more areas on the
diagnostic assessment) on answers to problems on IXL Math (student’s responses are
collected through IXL, allowing the teacher to analyse problem areas).
d. Teachers divide students, determined by missed concepts (utilizing diagnostic
reports from IXL Math).
e. The students showing very little understanding of concepts will watch IXL Math
and be encouraged to work with IXL Math and digital/physical manipulatives.
f. The students showing basic understanding will be encouraged to work with Delta
Math
What (Multiple Means of Representation) (Facets 1 and 2)
1. The background knowledge of students is reinforced by using the hook to let each student
choose to practice each concept as they gain proficiency with each the mathematical
operations polynomials.
2. The use of real-world examples of math with what students learn in school.

How (Multiple Means of Action and Expression) (Facets 3 and 4)

1. Students can verbally or through Google Classroom, ask and answer with classmates and
teachers.
2. Students can work problems on CoolMath, IXL Math, and Delta Math websites or
problems can be presented on paper.
3. Auditory learners can use headphones to listen to explanations and step-by-step processes
for each problem.

Why (Multiple Means of Engagement) (Facets 5 and 6)

1. Students are given either a digital or physical copy of a foldable book that they can use to
define terms and example problems with step-by-step directions for each mathematical
operation of polynomials.
2. Students use the CoolMath website to practice skills while playing games.
3. Students are using IXL Math website which offers digital manipulatives to help students
attain proficiency.
4. Students are using IXL Math website which offers a help feature which shows the steps
needed to complete the problem.
5. Students are allowed to use physical manipulatives to obtain proficiency.
6. Students are given the opportunity to work in small groups for more individualized
attention from the teacher.

Day 6-10: What do we know now

Standard
MGSE9-12.A.APR.1 Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they are closed under these
operations.

Lesson Objectives
1. Students will be able to solve one-step and multi-step equations consisting mathematical
operations involving polynomials.
2. Students demonstrating proficiency will begin the Polynomial Project.

Instruction
Hook:
1. Students will choose one of the following as their warm-up:
a. Combining like terms
b. Polynomial identification
 c. Evaluate the polynomial

2. Class will discuss the following video: Mathematics in Real Life

3. Students (who did not demonstrate proficiency in one or more areas on the diagnostic
assessment) on answers to problems on IXL Math (student’s responses are collected
through IXL, allowing the teacher to analyse problem areas) will continue to be divided
into two small groups. Each teacher will continue to remediate as needed.

4. As students master each concept and take a diagnostic assessment, they will move on to
any remaining concept not mastered.

5. Students (who demonstrate proficiency in addition, subtraction, and multiplication of

polynomials) will continue to work on the Polynomial Project.

What (Multiple Means of Representation) (Facets 1 and 2)

1. The background knowledge of students is reinforced by using the hook to let each student
choose to practice each concept as they gain proficiency with each the mathematical
operations polynomials.
2. The use of real-world examples of math with what students learn in school.

How (Multiple Means of Action and Expression) (Facets 3 and 4)

1. Students can verbally or through Google Classroom, ask and answer with classmates and
teachers.
2. Students can work problems on CoolMath and IXL Math websites or problems can be
presented on paper.
3. Auditory learners can use headphones to listen to explanations and step-by-step processes
for each problem.

Why (Multiple Means of Engagement) (Facets 5 and 6)

1. Students are given either a digital or physical copy of a foldable book that they can use to
define terms and example problems with step-by-step directions for each mathematical
operation of polynomials.
2. Students use the CoolMath website to practice skills while playing games.
3. Students are using IXL Math website which offers digital manipulatives to help students
attain proficiency.
4. Students are using IXL Math website which offers a help feature which shows the steps
needed to complete the problem.
5. Students are allowed to use physical manipulatives to obtain proficiency.
6. Students are given the opportunity to work in small groups for more individualized
attention from the teacher.

Examples
Reflection

This lesson is designed to give students an opportunity to add, subtract and multiply

polynomials in a web-based tutor program. Drigas and Pappas (2015) examination of recent

case studies indicates “that the use of smartphones, tablets, pc’s, iPads, and web

applications shows an increased student performance and understanding of algebra,

geometry, and mathematical concepts.“ Fu et al., (2015) research of mathematics

intelligent learning environment (MILE) in education needs to “include tutoring” and be

able to “analyze each step of a student’s work and highlight errors, allowing the student

to immediately see how to correct their errors.” Tools such as IXL Math and Delta Math

offer tutorial and immediate response on incorrect responses, showing students step-by-step

correction. Mayer (2014) lists the positive effects of digital tools as helping to “organize

information” using “visual and auditory channels” to help with “cognitive overload,” and

students can “engage actively with learning content” helping them to understand new content.

Offering platforms such as these will reduce the stress mathematics causes some students and

improve the student’s motivation to complete work. Hillmayr et al., (2020) meta analysis of

recent research shows that “Digital tools provide students with the ability to practice

lower-level skills that support skills taught in secondary schools” and have “a positive

impact on student learning.” The tools offered by IXL Math and Delta Math mirror the

Information Processing theory by offering a stimulus, attention, rehearsal for encoding

into long-term memory which will improve the ability for information recall.
 Ok & Rao (2019), “describe technology-based learning environments and digital tools as

a powerful means to put UDL principles into action.” The three principles of UDL, used in

developing this unit are representation, action and expression, and engagement. This unit is

designed for skill mastery, students will work on each concept until they demonstrate mastery

instead of quantity. I will use videos that are motivational and relevant to daily life. A diagnostic

assessment will be given to determine the starting point for each student. To increase motivation

on assignments, students will not be given a specific number of problems, only what is necessary

to demonstrate proficiency. Once students demonstrate mastery on one concept they will move

to the next concept. The students will have the choice of digital and physical manipulatives as

they practice the skills and demonstrate mastery of the concepts. Audio and example problems to

guide students are available to students through IXL Math. Delta Math provides video examples

for students as they practice the concepts.

Building a lesson with technology-based tools will offer students the opportunity to make

a choice beyond the traditional classroom learning environment. Using digital tools gives

students step-by-step problem solving tutorials, instant feedback with incorrect responses, and

the ability to hear audio of the problems as they are working. Pappas (2021) states that when
“verbal or non-verbal representations are activated within our minds during the learning

process” there is an increased likelihood of knowledge being retained. My impression on

working with teenagers and algebra concepts, is that they see little use for learning these

concepts. It is a difficult situation trying to get them to focus enough to learn about polynomials

to pass algebra II. While developing this unit, I tried to keep my focus on how the students would

view each step of the plan I was creating. I tried reflecting on prior courses and especially the

learning theories being covered in my Theory and Model of Instructional Design course this

semester. I feel that my unit needed to build not only with effective instructional design, but also

with motivational strategies. The topics covered in my courses this semester have made a

significant impact on my thoughts that the teenagers I work with need a big boost of motivation.

By allowing students the opportunity to prove mastery of previously taught concepts would give

them the incentive to put more effort into their math courses.

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