For auditory learners, I include teacher modeling and think-aloud during instruction. Students will also have the opportunity to discuss their thinking with peers and respond to prompts using tools like Padlet and a video recorder, where they can record and explain math processes in their own words. Students can watch videos from Edpuzzle, and they will use Khan Academy to provide additional audio explanations that students can pause, replay, and interact with to reinforce their understanding.

Reading and writing learners will have access to guided notes, digital math notebooks, and math vocabulary charts that they can personalize to suit their needs. I will also incorporate journal prompts, such as “Explain how to graph a linear equation” or “Describe how to prove two triangles are congruent,” to give students a chance to process content through writing. Articles and short reading passages that demonstrate real-world math connections, such as those found in architecture or sports, will also be used to build deeper connections.

For kinesthetic learners, I will include activities that utilize hands-on tools, such as algebra tiles, patty paper, and geometry kits. I plan to use movement-based activities, such as station rotations, scavenger hunts, and task card challenges, which allow students to get up and apply what they have learned. Desmos Classroom activities will also help them interact with content in an engaging and tactile way.

To support social learners, I will create opportunities for collaboration through peer tutoring, partner work, and group projects. Activities such as speed math dating, math escape rooms, and real-world math model presentations will enable students to communicate, problem-solve, and build confidence together.

Technology tools that will help me meet these goals include Canvas, Microsoft Teams, and OneNote for organizing resources and class communication, Desmos and GeoGebra for interactive lessons, Padlet for student reflections, and Edpuzzle for self-paced video learning. Vocabulary tools like Quizlet and Blooket will make reviews more engaging. By offering flexible, differentiated instruction that includes visuals, audio, writing, movement, and collaboration, I can support all learners while meeting ISTE expectations for effective and inclusive tech integration. This multimodal approach enables students to access content in a manner that aligns with their preferred learning style, which is crucial for engagement and retention (TeachThought, 2023).

• Standard: A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic expression to reveal and explain properties of the quantity represented by the expression.

• Objective: I can write monomials and binomials in standard form and multiply them.

• Standard: A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic expression to reveal and explain properties of the quantity represented by the expression.

• Objective: I can write monomials and binomials in standard form and multiply them.

Based on those check-ins, I can quickly identify who needs reteaching, who is ready to move on, and how to group students for small-group instruction or one-on-one support. I would use platforms like Formative or GoFormative to track student understanding in real time, so I can adjust during the lesson if needed.

Formative assessments in CBL are directly tied to specific learning targets, so students know what they are being assessed on and what success looks like. I would also involve students in reflecting on their progress and setting goals, which helps build ownership of their learning. Most importantly, assessments should be designed to support learning rather than to sort or rank students (Reigeluth & Karnopp, 2020). These regular check-ins enable me to identify misunderstandings promptly, provide personalized support, and ensure that every student is making progress toward mastery.

• Standard: A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic expression to reveal and explain properties of the quantity represented by the expression.

Objective: I can write monomials and binomials in standard form and multiply them.

Students may choose to take this assessment on paper or digitally through DeltaMath.

Even when I give a class-wide assessment, I have an alternative ready for students who may need a different format. Providing students with options supports their agency, builds their confidence, and keeps the focus on growth. Research from Rose, Gravel, and Gordon (2014) suggests that providing multiple means of action and expression lowers barriers and creates more equitable opportunities for all learners. Students need to demonstrate mastery in a way that makes sense for them, and it is my job to ensure they have the space to do so.

I also like to use peer discussion as a way to clear up misconceptions. Sometimes, hearing another student explain something in their own words clicks. I will pair students who are struggling with similar concepts and have them talk through their thinking, compare answers, or work through a new problem together. I also use tools like Khan Academy, Desmos, or Edpuzzle so that students can review material at their own pace, with checkpoints along the way to ensure they are grasping the material.

My goal is to provide students with multiple opportunities and various ways to achieve mastery. As Guskey (2010) explains, students do not all learn at the same pace; however, with sufficient time and the right kind of support, they can all understand. That is why I do not just move on when someone is behind—I build in time for reteaching, practice, and reassessment to make sure every student gets what they need to succeed.

• Standard: A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic expression to reveal and explain properties of the quantity represented by the expression.

• Objective: I can write monomials and binomials in standard form and multiply them.could be a student walking me through or creating a video for the following problems:

• Standard: A.PAR.6.2 Fluently choose and produce an equivalent form of a quadratic expression to reveal and explain properties of the quantity represented by the expression.

• Objective: I can write monomials and binomials in standard form and multiply them.