Ms. Young and Ms.

Lippincott

SPE 304: Assessment and Instruction for Inclusive Classrooms

Unit Plan: Rates, Ratios and Percentages

April 26, 2021

 Table of Contents:

Long-Term Planning:

Pages 2-5: Overall Objective/Introduction, Rationale, New Jersey State Learning Standards,

Adaptations

Short-Term Planning:

Pages 6-13: Lesson I- Introducing Rates and Ratios

Pages 14-22: Lesson II- Introducing Percentages

Pages 23-29: Lesson III- Rates, Ratios and Percentages Project

(Assessments are included in each lesson plan)

Reflections:

Pages 30- 33

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 Long-Term Planning:

Overall Objective/Introduction: We will be teaching a unit on rates, ratios and percentages. It

will be a week-long unit. By the end of the unit, students will learn about rates, ratios, and
percentages and explore real world applications of these concepts. Students will be able to use
and apply what they have learned in order to solve real-world problems.

Our class consists of 26 6th grade students. Of that 26, 12 are boys and 14 are girls. We are
co-teaching in an inclusive setting. A majority enjoy participating in hands-on activities and
working together in small groups, anything that keeps them engaged in the lesson. We try to
incorporate the students’ interests as well as additional real life problems in order to motivate
students to help them realize they can apply the lessons they learn in everyday life.
Our classroom consists of many diverse learners with diverse personalities.Two students have
specific learning disabilities in reading and writing and have deficits in basic skills. Kinesthetic
activities and auditory aids help motivate them to interact with their peers, while auditory aids
work best since these students are able to hear and comprehend the directions. Two students have
ADHD, one has emotional and social problems and is often withdrawn and suffers from anxiety.
These students benefit from visual aids but are also encouraged to participate in group activities
when they occur, but are never forced to do so if they feel uncomfortable. One student is on the
Autism Spectrum. He is non-verbal and uses assistive technology to communicate. He is a visual
learner, and we make sure to provide him with visual aids or pictures on his device in order to
have him communicate with us and to make sure he has an understanding of what is being
taught. He is also provided with a worksheet of the lesson/directions of the activity for him to
follow along. Two students are gifted. They are auditory learners who are able to thoroughly
follow directions when given the first time. They love when they are presented with a challenge.
Sometimes, if a lesson seems too easy for them, we present them with more difficult problems
for them to work on in order to avoid their boredom. Our students come from different cultural
backgrounds. Three students are Polish, four students are Chinese, three students are Indian,
Four students are Hispanic, and the remaining 12 are Causasian. At least one of every students’
parents are involved in their child’s academic progress. These parents will occasionally reach out
to us about their child when appropriate, whether it be about their performance in class or any
questions they may have. There is an exception of four students whose parents are not as
involved in their academics, and rely on the school to educate and keep their child on track. We
try to incorporate the students’ interests as well as additional real life problems in order to
motivate students to help them realize they can apply the lessons they learn in everyday life.

Overall Rationale: We are teaching this unit because it is part of the sixth grade curriculum and
it is important for students to learn and understand what rates, ratios and percentages are. They
can then apply what they have learned to real life situations, this concludes the central focus for
this unit. Percentages are important in order to understand the financial aspects in everyday lives.

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Rates are also found in everyday life, which makes it just as important for students to learn and
understand. The prices in grocery stores are examples of rate, and rates can be also used when
pricing gasoline for cars, and paying hourly wages or monthly fees. By giving students word
problems related to these examples, this will help them grasp the concept of the lesson and guide
them to apply this practice independently.
This unit will begin with the introduction and exploration of ratios and rates. Once
students have mastered that concept, they will move onto working with percentages. Students
will be given real word examples to further their investigation as to why we need to learn certain
mathematics topics. The final lesson to this unit will include a unit project, where students can
demonstrate their understanding and skills. Students will have the opportunity to create their own
store. They may be creative as they like, but they have to include the elements that they learned
in this unit. Our students can then shop at their classmates' stores with allowances and find the
best deal for their bargain. Students will see the importance of rates, ratios and percentages as we
are always surrounded by them in everyday life. As teachers, we know no two students are the
same, so our lessons will have many adaptations and different means of instruction to best suit
our learners.

New Jersey State Learning Standards:

Math:
6.RP.A.1. Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities. For example, “The ratio of wings to beaks in the bird house
at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A
received, candidate C received nearly three votes.”
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use
rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3
cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75
for 15 hamburgers, which is a rate of $5 per hamburger.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements,
find missing values in the tables, and plot the pairs of values on the coordinate plane.
Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For
example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be
mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the
percent.

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 d. Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities.
6.EE.A.2.C Evaluate expressions at specific values of their variables. Include expressions that
arise from formulas used in real-world problems. Perform arithmetic operations, including those
involving whole number exponents, in the conventional order when there are no parentheses to
specify a particular order (Order of Operations). For example, use the formulas V = s3 and A =
6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
Science:
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
MP.4 Model with mathematics. (2-PS1-1)

Adaptations: This class has seven students that require accommodations and modifications. This
unit plan is designed to incorporate a variety of adaptations for these students. Two students have
specific learning disabilities in reading and writing and have deficits in basic skills. Two students
have ADHD, one student has emotional and social problems and is often withdrawn and suffers
from anxiety. One student is on the Autism Spectrum. He is non-verbal and uses assistive
technology to communicate. Two students are gifted. These students are capable of high
performance, show exceptional learning behavior, and have the ability to think critically and
quickly.

There are a variety of learners in the classroom. Therefore, there are multiple modifications for
written and group work in order to ensure students’ engagement throughout the day. A majority
of the students are visual learners that benefit from visual aids, such as cheat sheets and
modifications to class worksheets (bolding/highlighting of numbers, use of augmented devices).
Each of the students benefit from an incorporation of auditory, visual, and kinesthetic aids. The
students are auditory learners as well. The worksheets can also be modified digitally in order for
students to hear the problems they are presented with. Students are also provided with
manipulatives. A lot of class activity involves students working in small groups in order to
complete worksheets and better their understanding. Implementing group work for activities will
keep them engaged and willing to work together, as they are given the opportunity to socialize
with their peers during academic activities and enhance their social skills.

This unit plan incorporates several forms of accommodations and modifications for students. The
main accommodations that were implemented for this unit includes extension of time on
activities, visual aids, recordings of questions on digital worksheets, additional challenging

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problems on worksheets, cheat sheets, and bolding/highlighting key numbers. These
accommodations will help students access the general curriculum and demonstrate what they
have learned. Students are all held at the same academic standards and are expected to meet the
objectives. Each student is given enough resources needed to succeed in their learning.

Each lesson in the rates and ratios unit plan has certain adaptations to meet the learning needs of
each student. For the science lesson, group work and visual aids are incorporated in order to
achieve the learning goal. For the math lessons, students have the opportunity to work in small
groups with the necessary resources provided to them for guidance. This will help the student on
the Autism Spectrum since he is able to use his augmentative device for communication amongst
his classmates and teachers and is also granted additional time for assignments. The gifted
students benefit from the additional challenge questions on worksheets as they are engaged
working towards the solutions. The students with ADHD benefit by needing to complete a
minimum of half of the problems in order to keep them focused as well as having them
demonstrate what they know. Lastly, the students with specific learning disabilities benefit with
the modification of the worksheets by having key information bolded for emphasis of importance
and digital copies can be made in order to have word problems be presented auditorily if the
student learns best by listening.

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 Short-Term Planning:

Lesson 1: Rates & Ratios

Rationale: This is the first lesson in the week-long unit of rates, ratios and percentages. Students
will be asked what they know about rates and ratios to see what they already know and what we
can build upon. Then we will share a powerpoint with various examples of rates and ratios and
specific vocabulary we would like them to refer to. Then students will be given real-world
problems in a worksheet. There will be adaptations/differentiation for our students as well.

Co-Teaching Style: We will be team teaching. We felt this was best for the students so that they
have two different teaching styles/viewpoints. Also, as teachers we can support each other and
help the students understand this lesson better since it is the first lesson plan in the unit which
this topic builds upon the other two lessons.

Objective:
● Students will be able to recognize ratios and rates and apply them to solve real life
problems by actively participating in class discussions and engaging in group activity
with 75% accuracy
● Students will be able to demonstrate what they have learned when presented with exit
tickets and answering them with 75% accuracy

Standards:
Math:
6.RP.A.1. Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use
rate language in the context of a ratio relationship
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
Science:
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
MP.4 Model with mathematics. (2-PS1-1)

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Materials:
Smartboard
Worksheets
Pencils
Beakers
Baking soda
Vinegar
Measuring cups
Safety goggles
Gloves
Exit ticket sheet

Procedure:
Mathematics:
● Students will turn their desks to face the Smartboard
● Teachers will pull up powerpoint presentation
➢ One teacher will ask the class if they have ever heard of rates or ratios? What do
we know about them? Where have you seen them/used them?
● Teachers take turns explaining the powerpoint slides
➢ When other teacher is not explaining a slide, they may jump in and ask students
questions or assist the presenting teacher with the content
● Students then will work independently at their desks on the worksheet for numbers 1-3
➢ Both teachers will circulate the room and assist students
● Students will gather with two nearby neighbors and work on the rest of the problems
together. They may express their answers in written responses or drawing images.
➢ Teachers will circulate the room and listen into the students conversations
● Students will return to their seats for a discussion on the worksheet
➢ Students will be encouraged to use the board to write their step by step responses
➢ Teachers will score students on an informal rubric
Science:
● Now students will engage in a science experiment with ratios
➢ This may be done another class period if the first part of lesson exceeds one
whole class period, otherwise block periods should allow for the completion of
experiment
● Students will work in groups and teachers will hand out the safety supplies and materials
and be asked to put them on
➢ Students will be asked what is the perfect ratio of baking soda to vinegar to
induce a reaction?
➢ Students will respond with various hypothesis

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 ➢ Students will be given a slip of paper to write down hypothesis and given three
measurements to try
● Students will then use their measuring cups to pour vinegar and baking soda into a beaker
to see which creates the best reaction
➢ Students will record their observations on the slip of paper
● Students will clean up all materials
● Students then will be given an exit sheet to complete the lesson plan and to observe
whether or not students met the objectives

Powerpoint Slides:

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Worksheets: Math Worksheet:

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Science Worksheet:

Assessment:
● After students have finished working on the worksheet, both teachers will instruct
students to return to their seats for a discussion of the problems.
● Students will be encouraged participate in this class discussion and share their answers
with the class and explain how they showed their work
○ Students will be encouraged to go up to the board and write out their solution
step-by-step in order for both student and teacher understanding
● If the answers and work shown that students provide are met with 75-80% accuracy, this
validates that they have met the learning objective for the lesson. If students are unable to
show work and arrive at the correct answer with 75% accuracy, further instruction must
be implemented for these students in order to help them grasp the concept of what is
being taught and have them gain the ability to apply what they’ve learned independently.
This is considered the informal assessment and teachers will use rubric/checklist during
walkaround or class discussion.
● At the end of class, students will be presented with a formative assessment. They will
have to complete an exit ticket with one word problem related to the lesson. Depending
on how students approach this problem, it will dictate further instruction in regards to this
lesson. If students score a 75% or higher, then they have met the second learning

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 objective for this lesson. If students score below a 75%, then modifications must be made
to instruction in order for better understanding.

Exit Ticket: (Formative)

Informal:

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Adaptations:

-Specific Learning Disability in reading and writing:

Since we have two students having difficulty in reading and writing specifically, these students
can benefit from a few things. We can provide them with manipulatives, base 10 blocks, chips or
counters, and they may express their answers and work in pictures. Also if technology is an easy
access, if they are comfortable they can type their answers into a computer or use the speech to
text option, which we can provide them with digital copies if needed. For their difficulty in
reading, we can provide them with bolded numbers instead of all the word problems or back to
technology we can record reading the problems and they may listen to it to understand what they
need to calculate.

-ADHD: The two students with ADHD must complete at least four of the problems on the
worksheet and the exit ticket to ensure their understanding, also helping them focus better. They
may also use flexible seating so that they can bounce or fidget without bothering the other
students. During work time, they are absolutely encouraged to grab their work and walk around
the classroom to sit in different spots if it helps them maintain focus. These students may take
short breaks to regain their focus if having difficulty. Since this lesson is hands-on, these students
should be able to maintain focus, but these adaptations are in place for them if they need it.

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-Autism Spectrum Disorder (non-verbal): For the student with ASD, he will be provided with
extra time to complete the worksheet with his group as well as the exit ticket. He will be
encouraged to use his argumentative device to communicate with his peers or us if he has any
questions, and will also be provided with a ‘cheat sheet’ as well as directions from the slides if
he needs to refer back to them. The cheat sheet will consist of step-by-step directions about how
to solve rate and ratio problems. He will be receiving this sheet in order to provide him a visual
aid that he can refer back to in case he is stuck on what to do. These can be virtual for the student
on their ipad and they may use pictures to help explain their work. There are many programs this
student may be provided with use of his ipad/argumentative device that could assist him for this
lesson.

-Gifted: The two gifted students will receive more difficult questions on their math worksheet
and may work together to complete it. They will have the worksheet that all the other students
have, but once finished they can complete the challenge questions to ensure they are motivated
and not bored with the assignments.

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Lesson II:

Introducing Percentages

Rationale: This is the second lesson in our unit of rates, ratios and percentages. As students
learned rates and ratios in the previous lesson, percentages build upon that. Percentages can be
expressed as a rate out of one hundred and can be used as a ratio to compare. In this lesson,
students will watch a video that explains percentages. After the video we will do some examples
on the board. Then students will work on a fun hands on activity with M&M’s, they will be
expected to complete a worksheet. Then we dive into working with word problems with another
video and examples on the board.

Co-teaching Style: For this lesson plan, we are going to make use of the teaching style one teach,
one assist. That way while one teacher is delivering the instruction, the other teacher can
circulate the room and pinpoint students that are struggling and assist them. This allows teacher
one to provide a concrete lecture, while teacher two can focus on certain students and help them
one on one. This topic stems from rates and ratios and can be a little more challenging to grasp,
so having one teacher assist students while the other is still teaching can be beneficial to both
teacher and students.

Objectives:
● Students will be able to solve problems by converting fractions into percentages & word
problems by participating in the group activity with 80% accuracy.
● Students will be able to apply what they have learned by completing a Kahoot quiz with
80% accuracy.

Standards:
6.RP.A.3.C Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the percent.
6.EE.A.2.C Evaluate expressions at specific values of their variables. Include expressions that
arise from formulas used in real-world problems. Perform arithmetic operations, including those
involving whole number exponents, in the conventional order when there are no parentheses to
specify a particular order (Order of Operations). For example, use the formulas V = s3 and A =
6s2 to find the volume and surface area of a cube with sides of length s = 1/2.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.

Materials:
Smartboard
Whiteboard
Expo markers
Prepackaged bags of 100 M&M’s
Paperplate

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Worksheets
Pencils
Math notebooks
Chromebooks/IPads

Procedure:
● Students will be asked to turn their desks to face the smartboard
● One teacher will ask the students “what do we know about percentages? Have we seen
them anywhere? What do we use them for?”
● The other teacher will pull up the first youtube video that introduces percentages
● https://www.youtube.com/watch?v=JeVSmq1Nrpw
● After the video is over, teacher one will do some practice problems on the board.
Students will be asked to copy these into their notes
❏ Teacher two will walk around during this instruction time and assist any students
that may be struggling
● Once teachers feel students have a good grasp on the topic, teacher one will break
students up into small groups of 2-3
● Each student will receive their own ziploc bag of 100 M&M’s, a paper plate, and a
worksheet with a chart
○ Teachers will provide both of these items to each student in each group
● Teacher one will explain to the class that they will be using M&M’s to create percentages
based on color
○ Further explain that every student’s bag is different, therefore everyone’s answers
will be different
● Teacher one will further explain that students will work to figure out the percentages of
each color of M&M’s they have in their bag
● Students will work together in small groups to work out each color percentage and assist
one another if needed
○ Students will be allowed a scrap piece of paper to work out the problems
■ They may write out the problem or draw visuals to help them
○ Both teachers will be circulating around the room while the activity is being
conducted in case further help is needed
○ Teachers will also listen in on student discourse as they are completing the
worksheet
● Students then will face the smartboard again for another video on percentages and word
problems
❏ Teachers will switch roles for one teach, one assist so students can see both
teachers having the lead and being the extra support
❏ Teacher two will pull up video and explain that this video dives into using real life
examples to calculate percentages
❏ https://www.youtube.com/watch?v=LBgjD3RvScQ
❏ Play video from start until 01:35. Then play from 05:35 to 11:12.
❏ Students will be given a vocabulary cheat sheet to glue into their notebooks,
teacher one can hands these out here
● Once the video ends, teacher two will provide an example on the board
● Teachers then will explain the worksheet students will complete

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● Students then will be asked to grab a chromebook/ipad from the cart to do the top half of
the worksheet on their own and then may turn to a partner to complete the five word
problems
● Student will return to their seats for a class discussion once the activity is finished
○ Students will be encouraged to participate and share how they showed their work,
whether it be a verbal or written response on the whiteboard. Students may also
draw pictures on the board to show their response visually
○ Teachers will score students on an informal rubric
● Students then will return to their desks to complete a formal kahoot quiz
○ Teachers will bring up the kahoot and students will be asked to put in their real
name as this will be counted as a small quiz grade.
○ Students will be advised to write their work on scrap paper and hand it in as this
will justify their responses on the kahoot if any difficulties
○ We will also adjust the time to allow students to really work on the questions and
if they got it wrong on the kahoot, their scrap piece of paper will help us justify
grade
○ For our student with ADHD and suffering from anxiety, we will supply the quiz
questions, so that they may go at their own pace

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Whiteboard Examples:

17
Worksheets:

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Assessment:
After worksheet one, students will return to their seats to participate in a class discussion. Both
teachers will use an informal rubric to score the students on their understanding with
percentages. We may score them during the discussion or while we walk around listening to their
groups. Students will be encouraged to participate, but we do have some students struggling with
anxiety. We may just use these students' worksheets to score them with the informal rubric. After
the discussion, students are expected to meet our objective standards which state that students
should be able to complete with 80% accuracy. Students then will be given a kahoot quiz and
students must complete the quiz with 80% accuracy in order for the objectives to be met.
Informal:

Formal:

Kahoot Quiz Link:

https://embed.kahoot.it/8bfbd95a-f932-4be7-b979-a6b7f1f9618c

Adaptations:

-Specific Learning Disability in reading and writing: These students will have their papers
labeled with the color of the word on the worksheet (ex: Red, Blue) so they will be able to
color-coordinate the M&M’s to the correct color when they are working out the problem. This
will also help them keep track of where they are in the table so they do not get lost or confused
on which boxes to fill in. This worksheet will also be available virtually for these students to fill
out if they desire, so they are able to legibly type out their answers for each box. Also, as digital
copy, these students have the opportunity to have directions or words audiotorizied to play back
for them as they are working.

-Gifted: There will be two separate worksheets for this activity. All students have the option but
do not have to do both of them. All students will receive credit for one worksheet. Both

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worksheets consist of the same activity with the same questions, but these students can choose to
work on the second worksheet that is more challenging. This worksheet will have the same table
as the first worksheet (except a decimal column is added), but an additional table is added at the
bottom of the worksheet where these 2 students can work on figuring out the answers when
working with 2 or more colors of M&M’s, keeping them engaged in the activity.

-Autism Spectrum Disorder (non-verbal): This student will receive the same worksheet the rest
of the class will have (1 table). However, his paper will be labeled with the color of the word (ex:
Red, Blue) so that it will be easier for him to work with the variety of colors of M&M’s to
compare to the table. He will also be encouraged to use his augmented device if he needs to use
pictorial references when counting the different colors of M&M’s.

-ADHD: These students will be able to have short breaks throughout the lesson, so that they can
maintain focus. These students can also have flexible seating when working on classwork, that
way if they need to fidget they can without disrupting other students. The flexible seating or
moving about the classroom, allows these students to change their scenery while they are
working. For our assessments, the student with anxiety difficulties will receive the Kahoot quiz
questions on paper because we do not want to rush this student to provide answers as quickly as
possible. They will be able to work at their own pace and hand in a hard copy, as well as the

21
other students. We will encourage this student to participate in the Kahoot to feel included, but
we have stated prior, we will compare both the Kahoot results and their scrap paper.

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Lesson III:

Rates, Ratios and Percentages Project

Rationale: This is the third and final lesson in our unit of rates, ratios, and percentages. There
will be 3 stations: A review on rates/ratios with one teacher, a review on percentages with
another teacher, and an independent station where students will pre-plan for their store activity.
Students will take what they learned about rates, ratios, and percentages and use this to
participate in a class activity where they will pretend the classroom is a store, and they must
create the prices, discounts, rates of the products, etc. Students will “shop” around the store in
small groups, then will return at the end of the activity to answer a series of questions that will be
counted as a test grade that are related to their shopping experience.

Co-teaching Style: We are going to be using station teaching for this lesson plan. We feel that it
would be best to have one teacher take a group of students to review ratios, have another teacher
review percentages with another group, and have one independent station for another group. This
style of teaching will give the structure and support to provide direct instruction to students while
attending to individual needs and differentiating for all learners. Implementing this style of
teacher will also mean that as groups are rotating, each group of students will have the
opportunity to work independently amongst each other, which is important in order to help
ensure their understanding.

Objectives:
● Students will review what they have learned about rates, ratios, and percentages by
answering “do-now” questions with 80% accuracy
● Students will be able to apply their knowledge by engaging in a real-world class activity
in which they must perform with a 75% accuracy

Standards:
6.RPA.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use
rate language in the context of a ratio relationship.
6.RPA.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
6.RPA.3.C: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the percent.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.

Materials:
Do-now worksheets
Pencils
Clipboards
Other Worksheets: direction worksheet, pre-planning sheet and formative test worksheet

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(Project Materials):
Poster board
Chromebooks/IPads
Construction Paper
Markers

Procedure:
● Students will be given two slips of paper for “do now” questions
● Students will be given 10-15 minutes to complete
● Once students finish they must turn in their slips of paper into the bins labeled
“percentages” and “rate/ratios”
● Students then will be asked to form groups of 5-6, they will be asked to sit with their
groups that they so choose
● Students will face both teachers for explanation of directions
➢ “Today, students, we have a few exciting activities planned. For the first half of
class, we will be breaking into stations to work on some review of percentages
and rates/ratios. This will be stations 1 & 3. Then the 2nd station, you and your
group members will be preplanning for our unit project!”
● Teachers will explain briefly about the unit project where the students will be making
their own store. They will be using rates, ratios and percentages in their store to express
their knowledge of the content we have covered in this unit
● Students will then break into their groups and rotate about the stations. Ms. Lippincott
will be at station one with percentages and Ms. Young will be at station three with ratios
and rates review
● At these two stations we will review their do now tickets with the students and correct
any mistakes they made
○ Students will also have the opportunity to ask any questions they may have or ask
to do more practice problems to ensure their understanding
● At the third station (there may be more than one project group here as the students will be
working independently with their group) students will be preplanning for their store and
will be given a worksheet to complete
➢ Students are able to grab clipboards and work around the classroom
● After students make the store with all the things needed in the direction sheet, students
will set up their stores and each group will have a chance to “shop” around at their
classmates stores
● Students then will complete a test based upon their shopping experience so that the
teachers can truly gauge whether or not students can understand the material in a
“real-world” setting

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Worksheets:

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Assessment:
Informal: Do-now questions

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Formal: Test

Adaptations:

-Specific Learning Disability in reading and writing: When the class is working on the do-now
questions, they will be provided with a laminated reference sheet of the formulas for rates/ratios
and percentages that he can review. The worksheets for this unit will be available as physical and
virtual copies. The students who struggle with writing will be encouraged to complete the virtual
worksheets in order to produce legible work. Both versions of the worksheets will have key
numbers and words bolded and highlighted to emphasize that they will need to use these
numbers to solve the problems. The virtual copies will have audio recordings of each problem so
that these students are able to hear the questions spoken to them if needed. Also, these students
will be allowed to work with their groups if they need assistance with reading the questions.
Hearing the questions be read aloud helps these students with comprehension.

-ADHD: These students will have the opportunity to move around a lot during this activity, since
all of the students in the class will be engaging in a lot of movement. For the class activity, the
student who has social anxiety will be encouraged to participate in these small groups so they are
able to engage with their peers. If they feel uncomfortable working with a larger group, they will
also have the choice to work with only one partner if desired. For the store project test at the end
of the activity, the student with anxiety will be provided with extended time so they do not rush

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through the questions, since the assessment will count as a test grade. If these students seem
frustrated or anxious while in their groups, either teacher will intervene and prompt these
particular students in order to keep them engaged.

-Gifted: These students will be encouraged to complete 4 additional test questions on a separate
worksheet if they are able to finish all of the other questions on the test early. These questions
will count as extra credit. Additionally, this will give these students the ability to demonstrate all
of their knowledge on the subject matter while challenging them.

-Autism Spectrum Disorder (non-verbal): This student will receive the same worksheets and
directions as all of the other students in the class. When the class is working on the do-now
questions, he will be provided with a laminated reference sheet of the formulas for rates/ratios
and percentages that he can review. While participating in the shopping activity, he will be
encouraged to use his augmented device, specifically to use an application called Proloquo2Go –
a symbol-supported communication app that provides a voice to those who cannot speak. All of
the items that the class selects for this activity will be added into his application in an individual
folder. He will be encouraged to use this application while in his shopping activity group so he is
able to participate in selecting a few items he would like to “buy” with his group. He will also be
provided additional time on the test so he does not have to rush to complete it.

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 Reflections

Jeanne Lippincott:

After completing this unit project with my co-teacher partner, I am in awe at the ending
result. This project has not been easy, but I feel confident that my partner and I were successful
in creating effective lesson plans and modifications for students with special needs. As expected,
I have had immense growth and learned so much as an educator. At first, we had trouble and did
not know where to start. Once the ideas were established everything else came into place. This
unit project shed light on the amount of work that goes into making a unit plan and all the
materials and assessments. It allowed me to think realistically about what is to come and it has
prepared me for my future career. In the future, I will be prepared for this and less stressed as I
have the foundation to succeed. I learned a lot about the structure of lesson plans and how
objectives tie into the overall assessment procedure. There are so many elements that go into a
lesson plan, let alone a unit plan. We were only required to complete three lesson plans, but
given the amount of time and thought that went into those three lesson plans made me appreciate
those in this profession even more.
Another huge aspect that went into designing this unit was communication. Working with
another person can be intimidating and stressful at times. Fortunately, my partner and I were
already friends and I think it made this process easier. Not all partnerships will be this way, but
working with her, I was able to see how to effectively communicate with someone on a
professional stance and have equal participation and opinions. My partner was very easy going
and open to suggestions and concerns. Two brains are always better than one; we put our ideas
together and came up with an amazing final product. Communication is key when it comes to
working with a co-teaching partner because we are both responsible for the education of our
students. We both felt heard and listened to and had equal collaboration. Our main focus was
centered around our students and their needs, this is what made the teamwork stronger because it
is not so much about ‘friendship’, but we respected each other and our ideas in order to do what
is best for our student’s education.
My horizons were broadened and I learned a lot more about educating students with
special needs. All the modifications and adaptations that went into this unit plan made me more
aware when implementing strategies in order to reach these students. The adaptations that we put
in place for our students that needed accommodations could even benefit the other students in
our class. We differentiated our content whereas all students would be able to take advantage of
and pursue greater understanding. I honestly learned a lot more strategies that I am able to carry
with me into my future career.
In connection to CEC Standard 1, I am confident that as co-teachers we were able to
contribute to a meaningful and challenging learning experience. For all three lesson plans, we
started off with introducing the concept of rates, ratios and percentages. Once we felt students
were comfortable with the basics, we then presented how these concepts connected to the real
world and how students would use this outside the classroom. We created an environment that
was manageable for those with exceptionalities with providing them the tools for success. These
students had access to computers, bolded numbers, digital copies, use of manipulatives, visual
and auditory supports and different means of expression. Any learning is challenging, but given
we were able to adapt to fit the needs of our students we created a meaningful experience for all.

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 In connection to CEC Standard 3 & 5, we individualized learning using our knowledge of
general and specialized curricula in our unit plan. In order to accomplish this, we took each
student individually and modified our instruction and assessment procedure to benefit them the
most. Each accommodation is specific and specialized to fit that student’s need in order to be
successful with the content. We provided our specific learning disability students that had
difficulties in reading and writing to have access to technology whereas they can have
instructions and worksheet questions read to them auditorily. They had digital copies of every
assignment so when using the computer, they could make use of the speech-to-text option so that
they can focus more on their ideas rather than their writing expression. For our student on the
spectrum, we allowed this student to use specific apps on their argumentative device and made
use of their communication device to speak with peers and complete their assignments. For our
gifted students, we proposed challenging questions for every assessment and worksheet to give
these students the opportunity to accelerate and demonstrate ‘above and beyond’ understanding.
For our students with ADHD, we allow for flexible seating and change of scenery to maintain
these students’ focus. Each modification is individualized to support that specific student and this
is a direct connection to CEC Standard 3 & 5 with individualization and instructional strategies
and planning.
In connection with CEC Standard 4, we provided multiple methods of assessment and
collecting data in making our educational decisions. Each lesson plan included a different
assessment both informal and formal. In our first lesson plan, we decided on an informal rubric
to assess students while they're working and an exit ticket. The second lesson plan included
another informal rubric and a kahoot quiz as a formative assessment. Our final lesson plan
provided students with a do-now review questionnaire and then a shopping test to evaluate
students and their understanding of the material in a real world setting. These means of
assessment allows students to differentiate and express their knowledge to us, teachers. Not
every student will do well on every assessment, so differentiating this makes students feel
confident in knowing that they have many opportunities to display their growth and success.
In connection with CEC Standard 7, collaboration was used between both co-teaching
partners and our students. As co-teachers we both collaborated to plan and denote the best
strategies to put into practice. We also encouraged collaboration with our students, as there were
many group activities and group work. We demonstrated three different co-teaching strategies
that would best fit our instruction needs and benefit our students such as team teaching, one
teach one assist and station teaching. Collaborating this way gives our students different
perspectives.
In conclusion, I am very proud of this unit plan that my co-teacher partner and I
developed. We were able to overcome all the challenges that we endured and produce very
professional and thoroughly thought out lesson plans. It took a lot of planning and devotion to
complete a unit, but I have no doubt that I am fully and eagerly prepared to create unit plans and
meet the needs of my students with exceptionalities and overall, all my students.

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Lizzy Young:

As my co-teaching partner and I created this unit plan, I realized the importance of
developing different ideas and how to incorporate them into lessons that all students will be able
to understand. I am very satisfied with the unit plan my co-teaching partner and I have produced.
The time and effort that we had put into each lesson has helped me to understand how imperative
it is to write detailed procedures and make sure every student is receiving the necessary
accommodations. This is not my first time doing a lesson plan, but this unit plan was the most
precise and thorough assignment I have had to do. With this extensive time that this assignment
has taken, I certainly believed it has helped me grow as a future educator. This experience has
opened my eyes to new ideas and new perspectives that I cannot wait to share with my future
students. I enjoyed adapting the lessons for the students who needed accommodations, as it
ensured that every student was able to meet the objectives and received the same chance of
learning and understanding the material as other students would. I can take what I have learned
from this unit plan assignment and apply it to future reference when I am planning lessons.
Communication was a major factor that led to the success of this unit plan. My co-teaching
partner was asynchronous when the class would meet. Luckily, we are already friends and this
made communicating ideas and suggestions much easier and efficient. Even though having a
co-teaching partner as your friend is very unlikely in a real-life scenario, I felt that it was great
practice to work with someone I was comfortable with and have the opportunity to put both of
our minds together to brainstorm different ideas. We both agreed that our unit plan would focus
around either math or science. We came to the mutual agreement that we would do a unit plan on
rates, ratios and percentages since math is both of our strong suits and our own understanding of
the topics would definitely help us create different ways to approach these lessons to different
learners. As an elementary education major assisting with creating three 6th grade lessons, I feel
much more confident in my ability to write lessons outside of my comfort level.
As we planned each lesson, we made sure to touch on various CEC Standards. We connect
CEC Standard 1.2 一“Beginning special education professionals use understanding of
development and individual differences to respond to the needs of individuals with
exceptionalities” 一 and CEC Standard 3 一 “Beginning special education professionals use
knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities” 一 in our unit. I believe that, in regards to the students with disabilities, we
were able to meet their needs and make all of the necessary accommodations in order to help
students to achieve lesson objectives. For example, we made sure to include the augmented
device that the student with non-verbal ASD had into the lessons as necessary. We made physical
and virtual copies of all worksheets so that the students with a specific learning disability in
reading and writing were able to type their answers and hear the question being spoken to them,
since the virtual worksheets included a voice recording of each question. It is important to learn
about all of your students and always take their learning needs into consideration. Every student
learns differently. Understanding how to accommodate and modify lessons for students with
disabilities will help motivate students to participate and make progress in the general
curriculum. Accommodations create better access to learning opportunities for students with
disabilities. Additionally, teachers who are well informed about accommodations and
modifications will be better able to implement them effectively in their classrooms.
We connect CEC Standard 4 一 “Beginning special education professionals use multiple
methods of assessment and data sources in making educational decisions 一 in our unit. Each

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lesson plan we created consisted of one informal and one formal test. We included rubrics and
do-now questions as forms of informal assessment. These particular informal assessments were
used to determine how we went about instruction of the lessons. For formative assessments, we
included an exit ticket, a Kahoot quiz, and a test based on the class activity. The formal
assessments were used to assess overall achievement and determined how well students
understood the material. By including a variety of assessments we accommodate all different
students’ learning styles and give them the opportunity for choice. By doing this, students will
become more engaged in what they are learning and will also help them to better understand the
material being taught.
In conclusion, I am very pleased with the unit plan my co-teaching partner and I produced.
While working on this assignment, it made me appreciate the hard work and dedication that
teachers put into crafting lesson plans. There were times where we were stumped on how to
move forward with our lessons and we were presented with many challenges as well. We were
able to persevere and give each lesson our best effort to ensure a well-rounded unit plan, as well
as a learning experience for the students. Creating this unit plan was very enjoyable for me, as I
felt that it would definitely benefit me in the future when I am brainstorming lessons. I believe
all of the students would benefit from the lesson components and adaptations, since that is the
number one priority of being a teacher 一 making sure your students succeed.

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