Scott Dabrowski

SPED 405
Cheryl L. Light Shriner, Ph.D., BCBA-D
Accommodation Assignment
Student: Richard
Exploring Equilateral Triangles

Name: Scott Dabrowski

Part A
Instructional Strategy and Accommodations Assignment:
Brainstorming Checklist for Differentiation/Universal Design/Accommodations
Student You Have Chosen: Richard
Student Description Refinement (Please attach full description and email from Shriner
indicating approval of changes to assumptions about student characteristics, strengths,
weaknesses, problem areas.)
Input:
(What is Taught)
(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
readability level,
text/materials used;
concepts included)

Student
Characteristic(s)
which pose(s) a
challenge

Suggested
Differentiation/Universal
Design/Accommodation(s)/Str
ategies

Rationale / Explanation of
Expected Benefits for
Using this approach

Reading
Directions/Prereading techniques

Exhibits both reading

decoding and reading
comprehension
deficits/easily
frustrated/Shows good
oral comprehension
skills/Works well with
pre-reading techniques
Exhibits both reading
decoding and reading
comprehension
deficits/easily
frustrated

Before each step, the group will read

aloud the next action they are about to
perform (i.e. how they will fold/label in
the next step).

Richard has trouble with reading

comprehension, and gets frustrated
easily. However, his oral
comprehension is pretty good, so
groups must read aloud each step
before performing them. Richard
then gets the opportunity to hear
and read the directions.
Richards whole group will be
given the accommodated directions
sheet. While this version may help
Richard, it by no means would
harm the other students in his
group.

Readability
further separating
steps

Connection to Prior
Knowledge

Works well when

activating prior
knowledge

Readability/Scaffol
dinghomework

Exhibits both reading

decoding and reading
comprehension

While the steps for each construction

station facilitate group work by giving
reasonable check points, some steps do
have two or three actions. To further
simplify the station, some multipleaction steps will be broken down into
more steps (i.e. step containing three
actions may instead be broken into two
or three steps).
Universal design: this activity uses
prior knowledge of constructions. The
students previously worked on similar
constructions and completed a similar
activity on isosceles triangles, so they
should be familiar with this set up.
The homework is mostly word-based.
While building and assessing reading
comprehension is important for all

Richard works well when the

material connects to prior
knowledge. The students have
been doing these constructions for
a few lessons, so Richard should
have a feel for the written demands
and their actions.
The homework expectation is that
students work individually, thus
oral comprehension would be

deficits/easily
frustrated

Patty Paper
Example

Readability

Output:
(What the student
does)
(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
assignments, tasks)

Exhibits both reading

decoding and reading
comprehension
deficits/easily
frustrated
Exhibits both reading
decoding and reading
comprehension
deficits/easily
frustrated

Student
Characteristic(s)
which pose(s) a
challenge

students, the main purpose of the

homework is to assess student
understanding of the mathematics.
Therefore, Richard will be given an
accommodated version of the
homework including images and
altered wording.
Have pre-folded examples of each
intermediate step for the patty paper
construction.

somewhat of a task for Richard. As

an accommodation, Richards
homework will include some
additional scaffolding to help him
focus on the math and less on the
reading comprehension.

Universal Design: Have low readability

level for
directions/worksheet/homework

While reading comprehension is

important, this activity includes
many other mathematical practice
standards, and thus we do not need
to overcomplicate an already
enriched task. Therefore, all
materials for this lesson will have a
somewhat lower readability level
to help all students. However, there
will also be an accommodated
version for Richard and his group.

Suggested
Differentiation/Universal
Design/Accommodation(s)/Str
ategies

Rationale / Explanation of
Expected Benefits for
Using this approach

It is important that students pay

quality attention to each
construction. Rather than having
students worrying about
constructing all three, students are
asked to complete at least two
constructions. Note they are
expected to complete all three, but
if they only finish two then that is
okay.
This way Richard has the
opportunity to do his own
construction and have his groups
constructions as visual aids, which
may help facilitate discussion
within groups.

Number of Stations

Exhibits both reading

decoding and reading
comprehension
deficits/easily
frustrated/ Shows
good oral
comprehension skills

Students will complete at least two of

the three stations, rather than strictly all
three. They will lose some time since
the groups are expected to read the
steps aloud.

Each student turn

in own work

Shows good oral

comprehension skills

Universal Design: All students are

expected to complete their own
constructions.

Student
Characteristic(s)
which pose(s) a
challenge

Suggested
Differentiation/Universal
Design/Accommodation(s)/Str
ategies

Managing Behavior
& Support
(Includes
scheduling/grouping
changes)
(Identify aspect of

Having an example that the

students can try to follow may help
in addition to the images given on
the station directions.

Rationale / Explanation of
Expected Benefits for
Using this approach

lesson to be
differentiated or
accommodated)
Groups

Scheduling

Student Testing /
Evaluation:
(How you know what
the student can do)

Exhibits both reading

decoding and reading
comprehension
deficits/easily
frustrated/Shows good
oral comprehension
skills
Exhibits both reading
decoding and reading
comprehension
deficits/easily
frustrated/Shows good
oral comprehension
skills

Universal Design: To help facilitate

discussion and provide Richard with
the opportunity to hear the directions,
students will work in groups.

Technically, this activity can be

completed individually. For the
sake of Richard, and ultimately the
other students as well, it is more
meaningful and productive if the
students work together.

Students are given a 35 minute block to

complete at least two (but hopefully all
three) stations.

Students are expected to complete

at least two of the constructions,
but completing all three would be
more beneficial for the students.
Students have 35 minutes to
complete as much as they can, but
to give them more time for group
facilitation methods to take their
course (reading directions
aloud/helping each other), the
number of activities is altered.
Meaningfully completing two
outweighs speeding through three.

Student
Characteristic(s)
which pose(s) a
challenge

Suggested
Differentiation/Universal
Design/Accommodation(s)/Str
ategies

Rationale / Explanation of
Expected Benefits for
Using this approach

Shows good oral

comprehension skills

Universal Design: All students are

expected to complete their own
constructions.

Exhibits both reading

decoding and reading
comprehension
deficits

Give more space on homework, less

words, and more diagrams.

This way Richard has the

opportunity to do his own
construction and have his groups
constructions as visual aids, which
may help
facilitate discussion within groups.
The homework is mostly words,
since this assessment has a
secondary purpose of helping
students challenge their
mathematics reading
comprehension skills. While it is
important that Richard works on
this skill, I must accommodate to
his personal needs.

(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
assessment product)
Each student turn
in own work

Homework
readability/diagrams

Part B
Lesson Plan

Teacher: Scott Dabrowski

Geometry (sophomore level course)
Topic: Equilateral Triangles
Goal: To construct equilateral triangles and examine their properties.

CCSS.MATH.CONTENT.HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and straightedge,
string, reflective devices, paper folding, dynamic geometric software, etc.).
CCSS.MATH.CONTENT.HSG.CO.C.10
Prove theorems about triangles.
Learning Objectives:
Students will use a straight edge and compass or patty paper to accurately construct equilateral
triangles.
Students will measure the side lengths and angles of equilateral triangle constructions.
Students will make conjectures about the properties of equilateral triangles based on their side length
and angle measures.
Students will use their data from their investigation activity in order to define equilateral triangles as
triangles that have three congruent side lengths and three congruent angles.
Students will apply the Angle Sum Theorem to equilateral triangle and calculate that each angle
measures 60.

Expectations:
Students will work in a small group of three people to complete the following activity. Each student is
responsible for completing their own worksheet and their own constructionscollaborating with other
students is meant to create student discourse and support. Every student will be responsible for

completing their own worknote each student should generally have different constructions from their
group even though they have similar orientations. Students will use a rule, protractor, and compass.
Students will complete their work on the given worksheet. The teacher will explain the expectations
orally to the student before allowing them to work while displaying them on the Smartboard as well.
Activity:
Students will complete an activity exploring, constructing, and forming conjectures about equilateral
triangles. Each group will be given written directions to construction of equilateral triangles followed by
some leading questions of their properties. Students will be expected to complete at least two
constructions at least one with a compass and the patty paper construction. Students will have 35
minutes to complete the constructions, measurements, and conjectures before the whole class wrap up.
Wrap up:
Rather than bringing the class together after the complete one, we will synthesize the activity at the end
of class. The Wrap up is a student led discussion facilitated by the teacher asking careful questions. Key
points of the synthesis include: Equilateral triangles have three congruent sides and three congruent
angles, these angles being 60 degrees. We will discuss the implications of the Angle Sum Theorem within
equilateral triangles (i.e. asking Besides measuring the constructions, how can we verify that every
angle of an equilateral triangle is exactly 60 degrees.). Wrap up should be about 15 minutes. The
teacher may also create a chart comparing isosceles triangles to equilateral triangles in terms of side and
angle relationships (connect to prior knowledge).
Extension:
Since students are really only required to complete two of the constructions, faster students will
complete the third construction giving other students finish up their two required constructions.
Students that finish all three early will exchange their work with a partner and make sure their
constructions also follow their same conjectures (mainly to ensure more exposure to the idea that all
the angles are always 60 degrees). Students can also be challenged with the task of creating an
equilateral triangle without congruent angles.
Purpose of Stations:
Station #1: Given congruent side lengths, what happens to the angles?
Station #2: Given congruent angle measures, what happens to the sides?
Station #3: Patty paper construction constructs both congruent side lengths and angles simultaneously
and illustrates the symmetry of an equilateral triangle. Then students measure to verify.

Guiding questions to consider:

1.) In activity #1, we may have measured AB, AC, and BC to have the same length, but do we know they
are congruent by our construction?
2.) What kind of triangle is ABC?
3.) So we know that ABC is an equilateral triangle. What do you notice about the angles?
4.) In activity #2, we know that the three angles are congruent. What do you notice about the side
lengths?
5.) If a triangle is equilateral, then we say that it has congruent side lengths. Does this mean that every
equilateral triangle also has three congruent angles?
6.) If all equilateral triangles have three congruent sides, and all triangles with three congruent sides
have three congruent angles, what can we say about the angles of equilateral triangles?

Possible methods for helping students/groups:

1.) Help the isolated student/group directly
2.) Ask a groups question to the entire class to target the entire class for key learning points
3.) Have a student show some of their work on the live document cameraeither student or teacher
explain
4.) Have a student show some of their work on the live document camerahave different student
explain
5.) Prompt the student/group to discuss with the students around them before asking the teacher

Assessment:
Students will be assessed via formative assessment continually. Each student is responsible for their
own work, thus the teacher may evaluate see their construction, measurements, and conjectures.
Additionally, students are encouraged to engage in meaningful discourse during the activities and lead
multiple classroom discussions using evidence of their constructions. The purpose of the Wrap Up
portion of the class is to assess student conjectures and agree upon a precise definition of equilateral
triangles. Homework will be given as well. Students will turn in their construction worksheet. Richard
and his group will receive an accommodated version of the directions and worksheet. Richard will
receive an accommodated version of the homework.

Time Goal:
Expectations2 minutes
Activity35 minutes
Wrap Up13 minutes

Original
Station 1
Step 1: Using a straight edge construct
line segment AB.

Step 2: Using a compass draw an arc

centered at A that goes through B.

Step 3: Using a compass create an arc

centered at B that goes through A.

Step 4: Label the intersection of these

two arcs C. Using a straight edge,
construct line segments AC and BC.

Station 2
Step 1: Using a straight edge construct
line segment AB.

Step 2: Using a compass construct an

arc with center at A and is at least half
the length of segment AB. Save your
compass setting.

Step 3: Using the same compass

setting construct an arc with center at
B. Label the intersections point C and
point D.

Step 4: Using a straight edge construct

the perpendicular bisector of AB
through points C and D.

Step 5: Using a compass construct an

arc centered at point A that passes
through point B.

Step 6: Label the intersection of the

arc and the perpendicular bisector as
point E. Using a straight edge
construct segments AE and BE.

Station 3
Step 1: On patty paper construct line
segment AB.

Step 2: Fold B over onto A.

Step 3: Darken this fold which is the

perpendicular bisector of AB.

Step 4: Make a fold through point A

so that point B ends up on the
perpendicular bisector.

Step 4: Where B lands on the

perpendicular bisector, mark this as
point C.

Step 5: Using a straight edge construct

line segments AC and BC.

Accommodated
Station 1
Step 1: Using a straight edge construct
line segment AB.

Step 2: Using a compass draw an arc

centered at A that goes through B.

Step 4a: Label the intersection of these

two arcs C.
Step 3: Using a compass create an arc
centered at B that goes through A.

Step 4b: Using a straight edge,

construct line segments AC and BC.

Station 2
Step 1: Using a straight edge construct
line segment AB.

Step 2a: Using a compass, construct an

arc with center at A and is at least half
the length of segment AB.
Step 2b: Save your compass setting.

Note: Steps 2-4 construct a

perpendicular bisector. You may use
your perpendicular bisector notes.
Step 3a: Using the same compass
setting construct an arc with center at
B.
Step 3b: Label the intersections point
C and point D.

Step 5: Using a compass, construct an

arc centered at point A that passes
through point B.

Step 4: Using a straight edge construct

a line through points C and D.
Note This line is the perpendicular
bisector of AB.

Step 6a: Label the intersection of the

arc and the perpendicular bisector as
point E.
Step 6b: Using a straight edge
construct segments AE and BE.

Station 3
Step 1: On patty paper construct line
segment AB.

Step 2: Fold B over onto A.

Step 3: Darken this fold which is the

perpendicular bisector of AB.

Step 4: Make a fold through point A

so that point B ends up on the
perpendicular bisector.

Step 4: Where B lands on the

perpendicular bisector, mark this as
point C.

Step 5: Using a straight edge construct

line segments AC and BC.

Include pre-folded
hardcopy examples of each intermediate step for the patty paper construction.

Equilateral Triangle Worksheet

Name ______________________________

1) Triangle ABC is 3 inches long on each side. Is it an equilateral triangle?

2) Triangle DEFs sides measure 5 inches, 5 inches, and 8 inches. Is it an equilateral

triangle?

3) If triangle is an equilateral and one side is 10cm long what is the length of the
other 2 sides?

4) If you have an equilateral triangle, what are the measures of the 3 angles?

5) Write the definition of an equilateral triangle.

6) Given that triangle MNO is an equilateral triangle. Find x. Find MN.

7) Given that triangle DEF is an equilateral triangle. Find x. Find DE.

Equilateral Triangle Worksheet

Name: Richard

1) Triangle ABC is 3 inches long on each side. Is it an equilateral triangle?

B
3 in

3 in

C
3 in

2) Triangle DEFs sides measure 5 inches, 5 inches, and 8 inches. Is it an equilateral

triangle?

3) Let triangle GEF

Be equilateral
Have one side 10cm long
Then what is the length of the other 2 sides?

4) Angle Sum Theorem: The sum of the angles of a triangle equals 180o. That is the
same as A+B+C=180o.
In class, we showed that every equilateral triangle has three equal sides. We can
say A=B=C.
Using these two facts, what are the measures of the 3 angles of all equilateral
triangles?

5) Write the definition of an equilateral triangle.

Definition:

6) Given that triangle MNO is an equilateral triangle. Find x. Find MN.

7) Given that triangle DEF is an equilateral triangle. Find x. Find DE.

Name:_______________

Exploring Equilateral Triangles

Activity 1: Construct your figure here.

Record the measure of the angles and sides of your triangle.

Angle

Measure

1
2
3

Side

Measure

Side 1
Side 2
Side 3

Discuss: What do you notice about the angles of the triangles that you created?

Discuss: What do you notice about the sides of the triangles that you created?

Activity 2: Construct your figure here.

Record the measure of the angles and sides of the triangle that you have created.

Angle

Measure

1
2
3

Side

Measure

Side 1
Side 2
Side 3

Discuss: What do you notice about the angles of the triangles that you created?

Discuss: What do you notice about the sides of the triangles that you created?

Activity 3: Construct your figure here.

Record the measure of the angles and sides of the triangle that you have created.
Angle
1
2
3

Measure

Side

Measure

Side 1
Side 2
Side 3

Discuss: What do you notice about the angles of the triangles that you created?

Discuss: What do you notice about the sides of the triangles that you created?

Wrap up: In this activity, I constructed three ___________________ triangles.

General rule for all equilateral triangles:

Name: Richard

Exploring Equilateral Triangles

Activity 1: Construct your figure here.

Measure your triangles angles and side lengths.

Record them below.

Angle
1
2
3

Measure

Side

Measure

Side 1
Side 2
Side 3

Discuss: Look at the angles measures of your triangle. Are they close to each other?

Discuss: Look at the side lengths of your triangle. Are they close to each other?

Activity 2: Construct your figure here.

Measure your triangles angles and side lengths.

Record them below.

Angle

Measure

1
2
3

Side

Measure

Side 1
Side 2
Side 3

Discuss: Look at the angles measures of your triangle. Are they close to each other?

Discuss: Look at the side lengths of your triangle. Are they close to each other?

Activity 3: Construct your figure here.

Measure your triangles angles and side lengths.

Record them below.
Angle Measure
Side
1
2
3

Measure

Side 1
Side 2
Side 3

Discuss: Look at the angles measures of your triangle. Are they close to each other?

Discuss: Look at the side lengths of your triangle. Are they close to each other?

Wrap up: In this activity, I constructed three ___________________ triangles.

General rule for all equilateral triangles:

Readability Overview

Readability Level
Original
Accommodated

Station 1 Directions
4.6
3.5

Station 2 Directions
7.7
5.3

Worksheet
6.8
4.4

Homework
6.7
5.3

Richard is a sophomore (10th grade), and reads at the 6.5 reading level, and thus the three original texts
that above 6.5 are pulled below 6.5 for Richards benefit. It is okay that the reading levels are all one level
below Richards since the mathematics is advanced. This way Richard can focus on the content and not
the vehicle of information. Note: consider the station directions as the main text of the lesson since it is
the material that the students interpret and discuss mathematical procedure, while the worksheet focuses
on conceptual exploration.

Part C
Reflection
Richard is a sophomore high school student with a reading level of a second semester
sixth grader, yet he excels at oral comprehension. The lesson focuses on using Richards
strengths while working on reading comprehension comforted by the support of other students in
order to help the student stay engaged in meaningful learning and to avoid a behavioral outburst.
Probably the most effective accommodation for this lesson follows the tenant of universal
design: placing students into small groups. While this construction activity can be completed
silently and individually, we would miss out on the opportunity for students to flex their abilities
according to the Mathematics Practice Standardsadditionally, if the activity was to be
completed individually, students would have the urge to ask for help from other students,
resulting in violation of classroom norms of quiet work time and behavior management issues.
To benefit students and bypass this headache, it makes the most sense for students to work
together in groups.
Another teacher action that helps all students, but especially Richard, is setting the
expectation that students read each step aloud before performing construction step. The class
may go just a little slower since they spend time reading, but ultimately it can keep students
engaged in that their group is constantly working together while including multiple
representations into the activity. Richard benefits from students reading aloud since his oral
comprehension skills are above average, thus helping him stay focused on the math and not the
reading. Again, other students may benefit since they too have the opportunity to slow down,
work together, and discuss. The teacher also orally explains the activity with written expectations
projected, and wraps up class with a student led class discussion with the help of a Smartboard.

The lesson details an activity that mirrors a science lab in terms of exploration and
conjecture, thus the mathematics can be advanced for some students. As an accommodation to
aid Richard, the directions, worksheet, and homework all have accommodated versions to make
the readability level friendlier. Richards group is to receive the accommodated directions and
worksheet. Clearly, Richard should more easily follow the content and be relaxed behaviorally.
The rest of the group, and class for that matter, should not even realize that there is an
accommodated version since the accommodated version works well with the other students as
well. Students in Richards group would only see the difference in layout and breaking down
steps that previously contained multiple actions into multiple sub-steps. Richard can then take
the reading a little slower while hearing the instructions. The minor time sacrifice heavily
outweighs losing Richard for the class either due to reading trouble or a behavioral outburst.
Richards homework also has a number of accommodations to help him focus on the
content, including reworded sentences and given visual aids. Some of the homework remains
written to help Richard and the rest of the class work on their reading comprehension skills. The
directions already include concise step by step procedures and visuals of each stepa part of the
lesson that already accommodated for Richards needs. The student led discussion as a wrap up
is another part of the lesson that is inherently geared towards Richards strengths, and thus does
not need further accommodation.
The lesson features many accommodations for Richard that ultimately benefit the rest of
the students as well, including small group work, reading directions orally, and amended texts.
The purpose of the accommodations is to help Richard focus on the mathematical content and
engage in meaningful discourse while avoiding reading comprehension frustration leading to an
outburst.