According to the profile, Candice has shown strong mathematical skills which is her strength

in learning, whereas communication and literacy pose more challenges to her. She also
displays great interests in sports and music which can be integrated in differentiation to
encourage her participation and recruit her interests in learning. Mathematical ability for
school students, according to Koshy, Ernest & Casey (2009), is not only finishing tasks raised
by the syllabus, but also developing new mathematical skills and understanding, as well as
solving novel problems. Although Candice may be excel in number sense and solving
problems, her capability to effectively represent mathematical concepts and terminologies
by using common words can be largely constrained by her communication and literacy skills,
which may further restrain her from developing higher cognitive skills such as justification
and evaluation (ACARA, n.d.; Adams, 2015; Widakdo, 2017). Specifically, Candice may have
difficulty converting between mathematical concepts and everyday language, which leads to
misunderstanding of mathematical tasks derived from real-life contexts. Meanwhile, it can
be challenging for Candice to justify and evaluate her solutions because it involves active use
of expressive language. In some particular areas of mathematics, such as geometry where
students need to comprehend figurative language and construct images accordingly, Candice
may encounter even more difficulty due to her underperformance in figurative and abstract
language (Robotti, 2012). Despite the constraints on learning, her literacy and interpersonal
skills also leads to low self-esteem and disengagement from education because Candice is
teased by some classmates (Gendron, Williams & Guerra, 2011). Therefore, there are a few
learning needs articulated in her profile, which are scaffolding and improving her literacy
and communication skills, promoting healthy relationships with peers, challenging her
mathematical skills, and engaging her with school.

The three lesson plans will incorporate strategies underpinned by the UDL framework into
Candice’s learning experience from which she can achieve expected outcomes by enhancing
her conceptual understanding, applying knowledge in practice and improving her
engagement (Murray & Brookover, 2012). The lesson plans also align with constructivism
where students can learn from their interactions with life experiences and peers (Ross &
Willson, 2012). First, the representation of mathematical concepts will be differentiated to
cater to Candice’s literacy levels by using varied formats such as symbols and graphics to
present concepts to support recognition networks (Murray & Brookover, 2012). Most of
mathematical concepts can be presented via visualisation, including graphics and
animations, which according to Carden & Cline (2015), can aid in the process of solving
problems by efficiently presenting and organising a large amount of data or information.
Moreover, tasks with tailored contexts and varied solutions will be employed in the lesson
plans to encourage Candice to develop higher-order thinking in mathematics and
personalise the connection between her life and textbook knowledge so she can explore
mathematics in depth (Murray & Brookover, 2012). Candice has shown great interest in and
been engaged with music and sports, which can be integrated in teaching activities where
she can identify how the knowledge of mathematics and literacy links to her interest and
thus be motivated (Brand & Dalton, 2012; Murray & Brookover, 2012). The contexts of
sports and music also can encourage Candice to communicate with peers who share similar
interests via group discussion so she can gradually develop her interpersonal skills,
confidence and relationships with peers. At the same time, Candice can practice and drill her
literacy and communication skills with scaffoldings tailored for her level and interests
(Murray & Brookover, 2012). For instance, she can have cheat sheets with her where
mathematical concepts are explained via multiple formats to facilitate her understanding
and discussion. What’s more, Candice will be given choices to determine how to participate
in and respond to learning activities (Murray & Brookover, 2012). Students can choose
whom to work with or work alone to finish tasks, and in the meanwhile, the means to
participate in activities is not limited in writing. Instead, more options will be provided to
ensure all the students to be included in learning. Multiple means of engagement allow
Candice to avoid what she is not good at and thus be more confident to participate in
learning.