Lesson Simplifications &

Extensions
1. For a gifted child who needs
enrichment, I would ask the students to
explain in words how they found the
answer for each shape in the area and
perimeter shape packet. I could also
provide the student with more challenging
area and perimeter problems.

2. For a student with ADHD, I would allow

the student to use a fidget toy during the
Google Slideshow. I would also allow the
student to take frequent brain breaks
during the small group tiling activity to

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keep the student on task and focused.

3. For an English language learner, I

would provide a translation sheet for the
vocabulary in this lesson. I would also
alter the way I assess the student based
on their individual needs. They may need
to use a device or have the questions
read to them.
1. For a gifted child who needs
enrichment, I will ask the student to use
the tiling strategy from the previous
lesson to draw in the appropriate number
of squares to fill each shape. Then, they
can count the squares to check their
answers.

2. For a student with an emotional

support disorder, I would provide extra

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time for the student to complete the
worksheet. To ensure math is not a
trigger for frustration aggression I could
break this lesson down into 2 days, day 1
focusing on the area formula and day 2
focusing on the perimeter formula.

3. For an English language learner,

explaining math vocabulary is crucial. I
would provide individualized support
 when defining formula (as well as area
and perimeter) before expecting the
student to be able to pull the numbers
from the problems to create the equation.
1. For a gifted child who needs
enrichment, I would ask them to draw a
polygon with as many sides as they’d like.
Then I would ask them to find the
perimeter of the shape, and then fill out
the perimeter formula for their shape.

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2. For a student with dyscalculia, I would
provide an anchor chart as a resource. I
would simplify any word problems or
recreate the format of worksheets
depending on the student's needs.

3. For an English language learner, I

would use visuals, manipulatives, and
gestures to make the content more
meaningful. I would alter the way I assess
the student’s worksheet, depending on
the student's needs.

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1. For a gifted child who needs
enrichment, I would challenge the student
to create their own rectilinear shape. I
would ask the student to solve the area of
the shape by first getting a ruler to
determine the length and width of each
side. I would ask the student to write out
the steps they used to find the answer.

2. For a student with a hearing

impairment, I would strategically place the
student near the speakers or away from
students who frequently talk. I would
provide the student with written step-by-
step directions to solve the area of
rectilinear shapes if necessary. I would
wear a microphone or allow the student
access to any devices they may need.

3. For an English language learner, I

would reteach the lesson in a small group
or individualized setting if necessary. I
would allow the student to use any
 translation device that was available to
them.
1. For a gifted student who needs
enrichment, I will provide the student
with more complex missing length
problems. I would allow the student to
not show their work if they have
consistently proven mastery.

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2. For a student with ADHD, I will give
frequent brain breaks. I will also allow
the student to use fidget toys if they
have shown to positively impact the
student's attention span.

3. For an English language learner, I

would use a translation device if
necessary. I would also slow the
lesson pace, or clearly repeat the
questions. I would provide printed
notes to the student as well.
1. For a gifted student who needs
enrichment, I would ask the student to
brainstorm scenarios in which they
might come across area and
perimeter problems in the real world. I
would ask the student to create a
short plan on how they would solve
these problems.

2. For a student with a visual

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impairment, I would strategically seat
the student close to the front of the
classroom. I would allow the use of
any devices the student may need. I
would also provide Google Slides on
paper for the student, in case their
eyes are impacted by the bright Smart
Board, or if they are nearsighted.

3. For an English language learner, I

would quickly look up cognates that
may appear in word problems. Word
problems can be very tricky for ELL’s,
providing cognates in their first
language will help bridge the gap and
 ease their comprehension of the
problem.
1. For a gifted child who needs
enrichment, I would allow the student
to work on this project-based learning
exercise completely independently. I
would ask the student to put their
answer in paragraph form including
their supporting reasons why the dog
pen they chose is the best.

2. For a student with autism, I would

break the lesson down into smaller
parts if necessary. Because there are
multiple steps, this could be
completed over a 2 or 3-day period
instead of 1 class period. I would also
provide individualized support to help

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the student work through the problem.

3. For an English language learner, I

would assess the student's writing
portion differently than the other
students because the ELL may
struggle to put their reasoning into
words. I would provide cognates if any
applied.
1. For a gifted child who needs
enrichment, I could challenge the
student by adding more rules and
regulations. I would ask the
student to write a paragraph
justifying their zoo’s design.

2. For a student with ADHD, I would

give frequent brain breaks. This
lesson may need to be broken

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down in more days. I would make
any necessary environmental
accommodations, like providing
flexible seating. I would check in
with the student frequently to
monitor progress.

3. For an English language learner, I

would provide cognates or a
 complete translation of the
directions. I would go over all the
animal names if they differ from
the names in their first language.
1. For a gifted student who needs
enrichment, pair the student with a
struggling student. (Be sure the gifted
student is okay with moving at a
slower pace) Encourage the gifted
student to help their partner. If the
gifted student prefers to work alone,

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create a more challenging center for
the student.

2. For a student with mobility issues,

bring the centers to the student.
Consider creating bigger materials for
conquest or area and perimeter war if
the student has poor fine motor skills.

3. For an English language learner,

place the student in a group with
patient students who are willing to
help. Provide game rules in the
student's first language if necessary.
1. For a gifted student who needs
enrichment, provide a bonus question
involving the topic of the next unit. This
will not only help to enrich the student but
also help gauge their current mastery of
the next topic to be covered.

2. For a student with an intellectual

disability, provide an aid if possible. If no
aid is available, sit with the student

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directly and read each question to the
student. The student may benefit from
taking the test in a separate room or may
need the test to be extended to be
completed over 2 days instead of 1.

3. For an English language learner, provide

a time extension if necessary. Also
provide the student with translations if
necessary. The student may also benefit
from taking the test in a separate room.
 1. For a gifted child who needs
enrichment, I would ask the
student to choose one animal that
lives at the Pittsburgh Zoo and
have a conversation with a tour
guide about the animal or research
the animal on the trip to the zoo.

2. For a student with a physical

handicap, provide all the
technology and devices that the
student may need. Provide an aid
for the student. Strategically place
the student in a group with
Culminating students who are kind and willing
to help. Make adjustments to the
Experience Area and Perimeter Zoo worksheet
if the student has trouble writing.

3. For an English language learner,

learn the names of some zoo
animals in the student's first
language. Then review animal
names and other vocabulary
before the trip together if possible.
I would also provide translations or
cognates if necessary. I could also
provide the Area and Perimeter
Worksheet in the student's first
language.