Standard Focus

Justify and use various strategies to solve systems of linear equations to model and explain
realistic phenomena.

Mild Intellectual Impairment

Low Tech Tool Options

Graphing Paper- Allowing students to use graphing paper as well as colored pens and
markers will provide them with hands-on experience to model linear equations. Regardless of
the students presence or lack of a mild intellectual impairment students can watch the teacher
demonstrate how to graph an equation from a formula and then do so themselves. Teachers
can monitor the students progress and step in as needed. This will empower students to
construct graphs on their own without simply sitting in a lecture style discussion.

Venn Diagram: One of the crucial elements involved with this standard is being able to look
at the graph of two linear equations and based on the behavior of the lines determine if the
two equations will have 1 solution, no solution, or infinitely many. The use of a Venn Diagram
will allow students to compare and contrast graphs and place them into categories based on
line behavior. From there students can identify trends between like graphs and deepen their
understanding of this concept. This is a tool that can be used by all students and is also a
concept that could be done collaboratively and allow students to find success without the
direct oversight of the teacher.

High Tech Tool Options

Digital Storytelling Software: There are many forms of this that can be found online with the
purpose of creating videos or digital stories that mirror real life uses of a specific concept. For
this standard specifically students could use a digital storytelling software to interact with
fundraising situations, budgeting, and more that use linear equations and aid understanding
through the use of visuals. This would be something that students could take at their own
pace and allows them to use technology in a way that can easily be monitored by the teacher
and the teacher can step in to assist as necessary. The benefit of this is that it not only
increases engagement and deals with contextual learning but it also is personalizable based
on the students needs and likes.

Learning Management System (Khan Academy): Khan Academy is a great resource as it

provides an adaptive learning platform that is specific to the individual students needs. In the
context of this specific math standard students can get personalized learning paths, step by
step guidance, and have practice problems and real world applications tailored to their level.
This means that students can take their learning at whatever pace necessary to really engage
with the material. In addition Khan Academy specializes in providing an inclusive education
with their visual aids, interactive features, and the ability to adapt to a students specific
learning style.

App Options
DragonBox Algebra 12+: This app is available for iOS and Android devices and is an
example of a math game that includes systems of linear algebra in a visually appealing and
interactive way. The game provides a fantasy themed environment that allows students to
face various types of equations and strategies. A great way to incorporate this would be giving
students time to face various levels and then come together as a class or in small groups to
allow students to voice any troubles they had while also giving them a chance to share their
successes and talk strategy with one another.

Algebrator: This web-based app gives students a chance to go step by step through linear
equations and then follows this with an explanation as to what the reasoning is behind the
solving process. The real life situations provided within the app gives students a place where
they are required to create models and explain the phenomena they’re learning through the
graphs and equations. The opportunity for interactive practice will reward students with praise
and positive feedback that will empower EVERY student not just those that the teacher has
time to interact with during a lesson based class period.

Universal Design Ideas

Principle I Tool: One strategy provided by the UDL is to support decoding of mathematical
notation and symbols, a simple way to do this that students of any level can follow through the
use of color coding. Students can create a key that associates different colored markers and
highlighters with different math terms used in a linear equation (such as constants, variables,
etc.). Then teachers can provide students with a list of different types of linear equations and
have them go through and color code each one. This will allow students to better learn
vocabulary and understand the roles of these terms in various equations.

Principle III Tool: Another strategy provided is the concept of incorporating peer tutoring or
collaboration into lessons. This can prove extremely useful for students with a mild intellectual
disability as teachers can place them with a student they know is very capable in the subject
and give the students an opportunity to learn without having to devote as much one on one
attention to this specific student. An easy example for this would be through group problem
solving. Giving each team in the classroom a different problem using systems of linear
equations and having them work through it and then present their findings to the class.

Attention Disorder

Low Tech Tool Options

Calculator: By providing a calculator for students (or requiring that they bring their own), you
can show them physically what a linear equation looks like graphed. Sometimes visuals can
help a student understand. In the case for students with attention disorder, this would require
these students to have technology in their hands that can accurately show a graphed version
of a linear equation. They get to put in the numbers themselves and see the result. This would
empower these students to get familiar with this type of technology and feel confident that
they can do it on their own.

Whiteboard: For students who struggle with staying attentive, using a whiteboard and
markers will provide them with hands-on experience to model linear equations. The students
would also present their answers to the teacher by raising them in the air. Those who struggle
to keep their attention on the work would have to participate and show how they do each
problem and then present it. Being right or wrong would not matter, as long as they stay
engaged. This would empower these students to create their own solutions and keep them
focused by adding a different element.

High Tech Tool Options

Simulations: Simulations, such as PhET, help students graph linear systems and change the
graph in real-time. This would help a student with attention disorder be able to play around on
a computer with different graphs instead of just watching a teacher do it. This would empower
students to figure out the physical connection of what a graphed linear equation looks like.

Math Learning Management Systems: For students who struggle to focus, a program like a
Learning Management System may be helpful. An example of this is Khan Academy. These
programs allow students to track their progress as well as move at a speed that works best for
the individual. This means those who struggle with an attention disorder would be able to
work at their own speed and stay motivated. This would empower these students to learn in a
way that is tailored to their own needs.

App Options

Maple Calculator: Maple Calculator is an app you can get on your phone that can help graph
linear equations in 2D as well as 3D. We would use this in the classroom so students can see
visuals of the equations they solve. It would be a great alternative to a physical calculator.

Kahoot!: A great app to keep students engaged would be Kahoot! Kahoot is a quiz based
game where the teacher can ask any question and give them options for an answer. In this
particular class, it could be used to quiz the students in a fun way on whether or not they can
match graphs to equations or just match equations to already solved equations. This would
keep the students with attention disorders engaged in a fun manner.

Universal Design Ideas

P1, Multiple Means of Representation: To help students with any disabilities, you have to
provide different ways for a student to learn the information presented to them. Using
something like a visual aid can help students who struggle to stay attentive stay focused
(Objects for Perception). A student with an attention disorder may be more likely to stay
engaged if they have some prior knowledge on the topic, so by promoting the connection of
the new content to something they may have already learned, you are giving the student
another way to think about it (Options for Comprehension).

P2, Multiple Means of Expression: Multiple means of expression means that students
express what they learned in different ways. An example of a way a student with an attention
disorder may express how they learn would be in the form of a project. A math project would
be a fun way for a student to express how they learned by visually showing a linear system of
equations (Options for Expressive Skills & Fluency). Another way a student with this disorder
could express what they learned could be by peer tutoring. The student with the disorder
could stay engaged while having the task to teach another student how to express linear
systems.
Physical Impairment

Low Tech Tool Options

Writing Aids: Adaptive grips, pencil holders, or weighted aids can assist students with mild
physical impairments to allow them to control their utensil better. This can allow them to do
written assignments and work without much change and have a learning experience very
similar to the students around them.

Large Graph Paper: A bigger format will allow students to graph equations more accurately.
This will provide a better representation systems of equations.

High Tech Tool Options

Trackball: This is an alternative to a mouse. The base is stationary, it has a ball that rolls in
place, and two smaller separate buttons for right/left click. It requires less motor control, and
therefore is great for those with limited movement/range of motion, deformed limbs, or young
children. This product would allow everyone to participate in computer activities and lessons.

Spell Check: Those with limited movement in their hands or deformed limbs may still be able
to type, yet make many errors. Spell check is a great way for these students to type faster and
keep up with the rest of the class. It will fix their spelling errors for them.

App Options

OneNote: Students can take notes in multiple formats, for example with voice or handwriting
recognition. Students can either speak or write, and the app will transform it into text. This is a
great alternative to enlarged buttons since speaking and writing are better for
learning/remembering information.

Dragon Anywhere: This is a speech recognition app specifically for math. Students can
actually interact with the math simply by speaking. It provides problems, equations, and
explanations.

Universal Design Ideas

Principle III Tool: UDL provides options for recruiting interest. One strategy is to provide
learners with as much discretion and autonomy as possible by providing choices in the level
of challenge, types of tools used, ect. With the tools above, there is a range for how much
accommodation a student needs. Some are more assistive than others. Some are very simple
and do not cause the student to stand out from the rest. Students will be more optimistic
about learning when they don’t have to be put in a separate environment.

Principle II Tool: UDL provides options for physical action. One stragety is to provide
alternatives for physically interacting with materials. There are many options for students to
listen and watch. Students can even speak back to interact. There are different ways to
physically interact that are easier, such as stationary and enlarged items.
Auditory Sensory Impairment

Low Tech Tool Options

Note Taking: By making sure that everything that is said by the teacher is also presented to
the students with written notes, will make sure that everybody receives the same information.
Using a projector to lecture the notes, while also having them written on the board will help
those who struggle with an Auditory Sensory Impairment. This would empower the students to
feel like they are not missing any information and to feel like they understand what is being
presented.

Graph Paper: By using a visual aid, such as graph paper, students can graph the linear
system and understand the connection to the equation. Students with an auditory impairment
may not necessarily catch on to everything the teacher is saying, but if they have a visual aid,
they will be able to grasp what it is the teacher is solving. This will empower students to graph
it on their own and understand.

High Tech Tool Options

Math Accessibility Software (MathType): MathType is a user-friendly software that can be

used for creating linear systems. Students with auditory sensory impairments can use this
software to create these systems efficiently and accurately. This can empower students who
are struggling to understand, due to auditory impairments, visualize a system of linear
equations.

Video Lectures with Captions: Lecture videos may not be that engaging, but for a student
who cannot hear clearly in the classroom, a video of the lecture given with captions would
help. There will be students who may not be understanding just a part of what they learned
because they missed something the teacher said due to their auditory impairment. A visual
aid such as captions will help the student get clarification on what they missed. This will
empower students with this impairment to be encouraged to ask questions and figure out
what they did not hear correctly.

App Options

MathBoard: MathBoard is an app that has practice problems and quizzes that can help a
student practice their linear systems. It can be adapted to meet the student’s needs. In the
classroom, it would be used to help those students who may need some extra practice, and
those who struggle with an auditory impairment.

PhotoMath: PhotoMath is an app that allows students to take a picture of their homework and
provides step by step solutions. If a student of mine has an auditory impairment, it would be
recommended that they use photomath to get written step by step solutions on how to solve
linear systems. Students with this impairment also benefit from a visual aid, and photomath
has visual representations of the answers as well.

Universal Design Ideas

P1, Multiple Means of Representation: To help students with any disabilities, you have to
provide different ways for a student to learn the information presented to them. For example,
students with an auditory impairment will benefit from captions, visual aids, and the speech
timing being a little slower in text-to-speech videos (Options for Perception). Having some
prior knowledge on the symbols used in linear systems, such as variables, will help these
students who may miss some information due to their auditory impairment (Options for
Comprehension).

P3, Multiple Means of Engagement: Providing multiple means of engagement, all students
should be able to stay engaged at some point during the class. Everybody has a different
opinion on what is engaging or entertaining, especially in the classroom. Using the other
students who sit around you as a resource, especially when you may not be able to hear the
teacher is a means of engagement (Options for Sustaining Efforts and Persistence). Letting
students play games that encourage engagement will help those who have an auditory
impairment, as they will see fast results on their progress (Options for Self-Regulation).

Visual Sensory Impairment

Low Tech Tool Options

Physical Algebra Tiles: Blocks of different sizes represent each term in an equation (y, x,
constants). Students can touch and move these to solve systems of equations.

Magnetic Graph: Students can physically place and feel magnets on the graph. Circles
represent points, and yarn can be attached to each circle to connect points and form a line.
The y-axis, x-axis, and graph lines are textured as well so that students can feel how many
units are between two places and find the slope. This is helpful for finding the intersection of
lines as well so understand systems of equations.

High Tech Tool Options

Refreshable Braille Displays: These devices convert digital text into braille format. Teachers
and parents would not have to buy an alternate form of a class book. There would be no text
that visually impaired students are limited from. They are small and portable, and would be
easy to store in the classroom and go from class to class with the student in need.

VoiceOver with Nemeth Braille Code: Nemeth Braiile Code is standardized for math and
science notation. This enables to students to hear math content read aloud, but also write
math content in braille.

App Options

MathSpeak: This is an audible option for students. The app communicates math in a way that
is easy to understand notation. This is very helpful compared to standard voice-overs, as they
read equations exactly how they are written.

APH Talking Calculator: This provides audible feedback for the buttons that are pressed by
the student and the result of the calculation.

Universal Design Ideas

Principle II Tool: UDL provides options for expressive skills and fluency. One strategy is to
compose in multimedia. They should be seeing, hearing, and touching. For these students,
they can hear through lecture, audiobook, and outloud explanation or collaboration. They can
use physical tools to make sense of algebra and systems of equations. They can also
physically create their own graph with the tools from above and make connections between
equations.

Principle I Tool: UDL provides options for language and symbols. One strategy is to highlight
how complex terms, expressions, or equations are composed of simpler words or symbols.
When learning algebra audibly, it can be difficult to comprehend the notation. Making quick
and simple terminology will allow students to focus on working with the current material rather
than being stuck on making sense of what the equation is.

Second Language Learners

Low Tech Tool Options

Graph Paper: A key element in teaching students how to model linear equations is through
the use of graphing. For a second language learner the use of graph paper to visually
represent linear equations is a perfect opportunity to reinforce the vocabulary associated with
this process. Students can also use graphing paper to identify commonalities between graphs
of different equations to problem solve and better understand the solution types for sets of
linear equations and how to identify them visually.

Art Supplies: Using tools such as pipe cleaners, markers, and paper cutouts students can
have a hands-on approach to understand the graphs of linear equations. For second
language learners this gives them an opportunity to work with their hands and show their
understanding of the topic without the stress of having to communicate. Students can use
pipe cleaners to show the lines created by the linear equations on graphs created using paper
and markers. Here they can manipulate the lines to convert between different equations and
compare and contrast different situations.

High Tech Tool Options

Desmos: This is an example of an interactive math software that is very straightforward for
students of all levels. Teachers can supply students with pairings of linear equations and
using desmos students can see how to create the graphs of these equations and also
understand how changing elements of the equation affects the graph in real time. This is
highly useful and easy for teachers to monitor and step in if any questions were to arise.

UNESCO Mathematics Multilingual Dictionary: For second language learners this online
resource can prove useful in almost any standard. Using vocabulary terms students can plug
these into UNESCO to see them explained in their native language. While the ultimate goal
for these students is to understand English, a tool such as this will deepen their understanding
of english terms and allow them to create connections with prior knowledge they may have in
the subject. Teachers can have students research these terms and then take notes on any
connections they found along the way.

App Options
Quizlet: Offered on both iOS and android devices quizlet is an app that allows students to
create study sets related to linear equations. From there the app provides options to create
quizzes, flashcards, games, and practice tests that students can use to spend more time in or
outside of the classroom with the material they are studying. Along with this quizlet has
language options available that second language learners could use to go back and forth
between english and their native language to familiarize themselves better.

Wolfram Alpha: This is another very accessible resource that allows students to scan a set of
equations or even a graph of these equations and receive step by step solutions in a variety
of languages. This can be beneficial if students do not understand where in solving the
problem they’re making an error. Teachers can work with students using this app by having
them compare their own solving to the steps provided in the app and circle or highlight the
differences between the two.

Universal Design Ideas

Principle III Tool: One concept supplied by the UDL is that of giving students opportunities
for exploration and experimentation with topics being studied. In the topic of systems of linear
equations, providing students with a project where they are given real-life scenarios such as
budgeting income and expenses allows them to create equations and see how they interact
with the everyday world. This is something that second language learners could be given in
both English and their native language and work with other students to boost their own
confidence in their work while also having assistance if any issues with writing their own
response in English were to arise.

Principle II Tool: Another strategy provided by UDL is that of breaking long term goals down
into several short term goals. Many second language learners can get easily overwhelmed in
integrated classrooms as they not only have to work to understand the concepts being taught
but also how to understand the lessons if they're not very familiar with the language yet. This
strategy allows teachers to work with students to create a plan of action during each topic
covered in a specific class. For the topic of systems of linear equations the teacher and
student can work together to break down the topic into different areas and create goals for
each area that seem less overwhelming and easier to approach.

Resources Used:

ChatGPT. (2023, September 5)