The Year 5 class teacher is planning a unit of work for the Statistics and Probability Strand (Substrand: Data). The students are working at different stages of the syllabus for the Statistics and Probability Strand (Substrand: Data). In developing a whole class program to meet the learning needs of all students, the teacher needs to consider the particular learning needs of one student, Andrew.

Andrew has limited expressive language and speaks in four- to five-word utterances. He can effectively express his needs and wants, but experiences difficulties with descriptive language and making requests using appropriate language. Andrew has difficulty taking turns in group situations. He enjoys playing handball and soccer with his peers. Adjustments include:

- tiered outcomes and content, learning experiences and criteria for assessment

- instructional scaffolding (slides of instructional steps; selection of examples;  scaffold to record data; scaffolded questions; provision of symbols and a grid to create a picture graph)

- presentation of content in smaller, more manageable steps

- additional modelling of mathematics-specific language.