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You are on page 1of 14

**Unit Plan Phase 3
**

Unit Scope & Sequence

Week 1

Math

(1

hour)

Lesson Topic/

Essential

Question

Unit Learning

Objectives

Addressed

Math Task(s)

Monday

Relating

perimeter and

area to the real

world- Spaghetti

& Meatballs for

All!

U2, U3, K2, K3,

D3, D4, D5, D6,

D7

Do Graffiti

activity to

activate prior

knowledge.

Read the

book,

Spaghetti and

Meatball for

All by Marilyn

Burns.

Discuss the

problems

faced during

the family

reunion in the

book. Review

the facts

Tuesday

Wednesday

Experimenting

with Polygons

Comparing

lengths of

rectanglesFocusing on

Perimeter

K1

Give students

an assortment

of shapes on

cards.

Students will

sort the

shapes into 2

categories

based on

characteristic

s/ attributes

they see.

Students will

end up

coming up

with 2

categories.

Thursday

Friday

Perimeter

Practice

U2, K2

Comparing and

exploring

perimeter by

using physical

models of

standard units.

K2, K8, D1

Have students

participate in a

classroom walk

around the

border of the

room and use

their hands to

explore the

borders of their

desk to

discover the

concept of

perimeter.

Go over the

meaning of

perimeter.

Give students

**Go over unit
**

tiles and

explain how

each tile = I

square unit.

Explain how

we can use

the sides of

tiles to

measure

perimeter.

Centers:

1. Have

students use

tiles to

compare the

perimeter of 2

K1, K2, K4, D1

Perimeter

Peel and

Pinch Activity

with Sliced

Bread.

Students take

crust off of

bread and

measure

crust to find

perimeter

using a tape

measure.

Emphasize

the shape of

the bread

(rectangular).

presented in

the book. Ask

students

questions

about the

book.

Re-read the

book while

each student

has 8 tiles

(representing

the amount of

tables the

family in the

book has)

that they can

manipulate as

we read the

story.

Students

rearrange the

tiles each

time

company

comes and

records data,

while the

teacher

models and

records the

process on

the doc cam.

The perimeter

Have students

explain their 2

categories

with a partner

and explain

how they

chose to sort

them.

Tell students

that half of

the shapes

they sorted

are called

polygons. The

other halves

are not

polygons. Sort

the shapes on

the doc cam

as a class and

have students

check their

work.

Ask students

from sorting

based on

certain

attributes, if

they can

come up with

a definition of

a polygon. Go

over definition

a

mathematical

task of

comparing

lengths of dog

pens for

different size

dogs using

direct

comparison.

Describe what

a dog pen is.

Give visuals to

support

students who

may not know

what a dog pen

is.

Give each

student at

least 4

different sized

pictures of dog

pens with a

different size

dog in it,

according to

pen size. Have

students order

the dog pens in

order from

least to

greatest

different

books. Have

them find the

perimeter of

the book with

largest

perimeter and

record. Then

have them

record the

other book’s

perimeter.

Lastly, have

them subtract

so they can

find the

difference of

the two books.

2. Tile Task:

Have students

use 8 color

tiles to find

how many

shapes they

can make with

a different

perimeter.

3. Pentomino

Task: Have

students find

the perimeter

for each

pentomino.

Tell students

how this

matches the

way you find

perimeter of

a rectangle.

Perimeter is

here, there,

everywhere:

Use tape to

craft 7 large

polygons on

floor in

classroom.

Mark each

side with a

letter.

Working in

groups,

students will

use

yardsticks

and tape

measures to

record the

length of

each side,

and then add

them

together.

Students will

record in

math

and area of

each

arrangement

will be

recorded.

Ask, “ How

can you seat

12, 16, 24,

etc. people?”

Ask students

if they have

ever

experienced

perimeter and

area

situations like

this one, in

real life?

Ask students

to come up

with

examples in a

think-pairshare, of how

perimeter and

area can be

used as

measuring

tools to help

us work

efficiently in

our daily lives

(Perimeter:

as a class.

Show the

class an

enlarged set

of cards. Hold

up one card at

a time and

have students

explain

whether the

figure on the

card is or is

not a polygon.

Students will

recognize

objects that

are polygons

around the

classroom and

in real life.

Direct

students to

draw a

polygon on a

piece of

paper. Have

them explain

in writing

their own

definition of a

polygon. Have

students

share their

perimeter.

Go over order

of dog pen

perimeters as

a class.

Have them

arrange 2

pentominos

together to

create a shape

with the

smallest

perimeter

possible. They

can draw a

picture of that

shape and

record the

perimeter.

Then students

will use 2

pentominos to

relate a shape

with the

largest

perimeter

possible

(conceptual

understanding

of perimeter).

4. Estimate

then Measure

Task: Students

estimate the

perimeter and

then count the

perimeter of

the shape

journals. After

measuring

the floor

polygons,

students

move about

the room

measuring

perimeter of

everyday

items such as

rugs, cabinet

doors, desks,

etc., as they

record

measurement

s of items in

their math

journals.

Describe how

units are

smaller

measures if

you use more

of them

(inverse

relationship)

– students

can compare

a centimeter

ruler to an

inch ruler.

Week 2

Math

(1

hour)

Lesson Topic/

Essential

Question

fencing,

frames,

distance

around room,

dog pen,

soccer field,

etc; area:

carpet, paint,

wallpaper,

wrapping a

present tile,

inside of a

garden, etc.)

Tell students

to go home

and ask their

parent’s

if/how they

use perimeter

and area, or

other

measurement

in their job.

work with a

partner.

using tiles.

Students will

complete a

tile

measurement

data sheet.

Monday

Tuesday

Wednesday

Thursday

Perimeter

Benchmarks and

Formula

Comparing areas

of rectangles

Experimenting

with Area and

comparing area of

Exploring area by

using physical

models of

Friday

Relating

Perimeter to

Area

Unit Learning

Objectives

Addressed

Math Task(s)

K2, D6

K3

Ask students

to come up

with personal

benchmarks

they can use

for estimating

the length.

(Something

on body,

fingers, foot).

Have them fill

out graphic

organizer so

they can have

benchmarks

to remember.

Have

students

generate

ways that

perimeter

problems can

be solved.

Discuss the

formula P=

1+w+l+w.

There’s an

Graffiti

activity

involving

area.

Go over

meaning of

area.

Students will

order

rectangles

from least to

greatest by

size using

direct

comparison.

Students will

compare the

sizes of

rectangles by

cutting and

reconfiguring

them.

other polygons

standard units

K1, K3

K5, K9, D2

U3, D1, D2

Activity 16.7:

Two-Piece

Shapes (p.

324-325) –

discuss how

different

shapes can

have the same

area.

Activity 16.8

Tangram

Areas- have

students

compare the

area of

polygons made

of tangram

pieces.

Read

Grandfather

Tang’s Story

(Tompert,

1997) for

additional

investigations.

Ask Students if

all of the

Discuss how

square units

are used to

measure area.

Discuss how

when

providing an

answer for

area, the unit

is always

squared. Show

students the

symbol (2) for

square units.

Have students

explore using

physical

models of

standard units

by practicing

unit iteration

by having

them measure

the area of a

large polygon

drawn with

tape on the

Have

students

watch Brain

pop videos

on Area and

Perimeter.

Ask students

how

perimeter is

related to

area.

Activity

16.11: Fixed

Perimeters

Activity 16.12

Fixed Areas

Have

students cut

out all of the

figures. Label

2 charts on

board with

“perimeter”

and “area”

and have

teams come

up and place

alternative

formula of 2

(l+w).

Discuss how

perimeter is

related to

addition.

Do perimeter

word

problems.

**animals are the
**

same area.

floor. Units

can be

cardstock

squares of the

same size.

Activity 16.9:

Cover and

Compare

Discuss

differences of

measures that

the groups got

when

completing

this activity

since

estimation

was involved.

Activity 16.10:

Rectangle

Comparison –

Square units.

their figures

from the

shortest

perimeter (or

area) to the

largest

perimeter (or

area) on the

appropriate

chart. Ask

students to

state what

they observe

and draw

conclusions.

Students will

find out that

rectangles

having the

same areas

do not

necessarily

have the

same

perimeters,

and viceversa.

(Explain how

its not

restricted to

rectangles).

Students will

notice an

interesting

relationship

Week 3

Math

(1

hour)

Monday

Tuesday

Wednesday

Thursday

Additive Area,

decomposing and

composing

polygons and

estimating area

U1, K7, D2, D4, D7

Working with

more polygons to

estimate area

Additive Area

U1, K7, D2, D4,

D7

U1, U2, K2, K3,

K5, K7, K8, K9,

D1, D2, D3, D4,

D5, D6, D7

Dream

House: An

Additive Area

Project –

students will

outline their

dream house

on graph

paper. They

will

decompose

the shape/

partition their

house into

rooms. They

will then find

and record

Lesson Topic/

Essential

Question

Strategies for

finding Area

**Additive Area and
**

decomposing and

composing

polygons

Unit Learning

Objectives

Addressed

K3, D2, D4, D5,

D7

U1, K7, D2, D4,

D5, D7

Math Task(s)

Show the

class a

picture of a

polygon on

graph paper

on the doc

cam. Ask how

they would

find the area

of the

polygon.

Have

students write

their

explanation in

their math

journal. Have

Show

students a

shape that

has to be

decomposed

to find area.

Ask students

how you

would find the

area of this

shape. Tell

students to do

a think-pairshare. Have a

student come

to the doc

cam to show

Students will

decompose

shapes to find

the area of the

entire shape.

Crazy Cakes

Activity –

students will

work in pairs to

divide shapes

into two parts

of equal area.

Have students

share their

crazy cakes

and have them

justify their

Students will

decompose

shapes to find

the area of the

entire shape.

Address

parallelogram

s, hexagons,

and octagons.

Students will

estimate the

area of these

polygons

using graph

paper.

Friday

them share

their

strategies.

Discuss the

strategies

students

came up with.

Discuss how

you can find

the area of a

polygon by

counting the

units that fill

up the space

inside the

polygon, or

discuss how

you can

multiply the

sides to find

the area.- Ask

students,

“How is

multiplication

and area

related?”

Show

students an

example of an

area model

and show

students how

to use it.

what they

would do.

Show

students area

is additive by

decomposing

the shape

together as a

class, and

finding the

area of each

of the

decomposed

shapes. Then,

add up the

areas of the

decomposed

shapes to find

the entire

area of the

shape.

Address

triangles,

trapezoids,

and a

pentagon.

Show

students how

they can

estimate to

find area of

these shapes

on graph

answers.

Address

triangles,

trapezoids, and

a pentagon.

Students will

estimate the

area of these

shapes on

graph paper.

**the area and
**

perimeter of

each room.

Lastly, They

will add the

area of all of

the rooms to

find the total

area and

then they will

find the

perimeter of

the entire

house.

(Arrays).

Have

students

create their

own area

models/arrays

.

Some

students may

multiply as a

strategy for

finding area.

They may

come up with

a formula

(A=L X W) or

A= b X H).

paper.

Week 4

Math

(1

hour)

Monday

Tuesday

Wednesday

Thursday

Friday

Toilet Paper Math

Challenge and

Performance

Based

Assessment

U1, U2, U3, K1,

K2, K3, K4, K5,

K6, K7, K8, K9,

D1, D2, D3, D4,

D5, D6, D7

Students will

complete

Lesson Topic/

Essential

Question

Additive Area

Perimeter and

Area Math

Centers

Bringing it Home:

The Culminating

Project

Bringing it Home:

The Culminating

Project

Unit Learning

Objectives

Addressed

U1, U2, K2, K3,

K5, K7, K8, K9,

D1, D2, D3, D4,

D5, D6, D7

D5, D6

Math Task(s)

U1, U2, U3, K1,

K2, K3, K4, K5, K6,

K7, K8, K9, D1,

D2, D3, D4, D5,

D6, D7

Have students

create an area

U1, U2, U3, K1,

K2, K3, K4, K5,

K6, K7, K8, K9,

D1, D2, D3, D4,

D5, D6, D7

Have students

complete the

Students will

continue and

1. Area Dice

Game: Each

finish working

on their

Dream House

from

yesterday.

player

chooses a

colored

pencil. Players

take turns

rolling the

dice; using

the numbers

they roll to

draw the

perimeter of a

rectangle or

square and

writing the

area in the

middle of the

shape. Game

ends when

players run

out of room to

draw. Winner

is player who

has used the

largest

area/most

squares.

2. Estimation

Station:

Students will

estimate the

perimeter and

area of

polygons

and perimeter

neighborhood.

Print and copy

square-inch

grids onto

construction

paper of

different

colors. After a

bit of

modeling,

students select

four different

colors to create

the house,

roof, door, and

windows.

Drawing their

polygons and

cutting and

fitting them

together into a

house shape.

Students will

calculate area

and perimeter

of each.

Completed

houses will be

displayed on a

bulletin board

along with a

sheet that lists

“Bringing it

Home,”

Neighborhood

project from

yesterday.

performancebased

assessment.

Toilet Paper

Math

Challenge:

Students will

be divided

into groups

and complete

task: What is

the largest

area and

longest

perimeter

your group

can make

using only

one roll of

toilet paper?

(Each toilet

paper strip

must touch

another toilet

paper strip)

(rectangles,

triangles,

trapezoids,

parallelogram

s, pentagons,

hexagons,

and octagons)

using graph

paper.

3. Area and

Perimeter

Names: Use

centimeter

graph paper

to write your

name. Next,

find the area

and perimeter

of your entire

name.

4. Perimeter

and Area

computer

games!

Students will

be provided

laptops and

they will play

perimeter and

area games

from a list of

provided

online links.

**their name, the
**

area and

perimeter, and

their favorite

part of the

project.

Extension:

Have students

design trees

for the display.

**Measurement Learning Progressions
**

Length

Make Comparisons

Describe measureable attributes

Direct comparison and seriation

Use physical models of standard units

In direct comparison and unit iteration with manipulative standard units and standard rulers

Use measuring instruments

Personal benchmarks for estimating

Units of units within and across systems

Area

Make Comparisons

Describe measureable attributes

Direct comparison

Use physical models of standard units

Spatial structuring as unit iteration with manipulative standard units

Use measuring instruments

Mental visual image for spatial structuring

Relate perimeter and area

Abstract and use formulas

**Justification using Learning Progressions
**

Justify both what you chose to include (the scope) and the order you chose to teach it in (the sequence) using

content and or process learning progressions.

Measurement Learning Progressions Justification: I chose to have students compete Graffiti activities and sort

polygons and other shapes to have them describe measureable attributes. I had students compare perimeters to

allow them to practice direct comparison and seriation. I then had them use physical models of standard units (tiles

that are 1 inch) to measure the perimeter of polygons and use indirect comparison and unit iteration. Students then

will use rulers, yard sticks, etc. to measure perimeter in order to use physical models. I described to students how

units are smaller measures if you use more of them in order for them to see the inverse relationship between size of

the unit and number of units. They can see this by comparing a centimeter ruler to an inch ruler. I had students

create personal benchmarks for estimating by allowing them to complete a graphic organizer of benchmarks they

can use for personal estimations that are relatable to them. For area, I had students complete a graffiti activity to

describe measureable attributes. I then had them compare the sizes of multiple rectangles and other polygons so

they could experience direct comparison. I then had students use physical models of standard units to experiment

with unit iteration. Students used square tiles to measure the area of polygons. Students experienced mental visual

image for spatial structuring when engaging in the activities in the Math book by Van de Walle. I then had students

complete two activities on fixed perimeter and area so they would be able to relate perimeter and area. Lastly, I had

students come up with strategies to find the area of a polygon. This allows students to think abstractly and come up

with formulas, if they choose to do so. I introduced and then had students experience using additive area to allow

them to see how shapes can be decomposed and composed. This is also important because it allows students to see

that smaller parts of area can be used to find the whole area of a polygon and smaller parts of perimeter can be

used to find the entire perimeter of a polygon. Seeing how perimeter and area can be related or used in the real

world is a step farther I wanted to take; therefore, I wanted to dedicate a day to relating area and perimeter to realworld applications. This also allowed students to connect perimeter and area to literature as we red the book,

Spaghetti and Meatballs For All. Solving real life problems involving perimeter and area will be beneficial to students,

as they grow older. At the end of the unit, I wanted to engage students in a fun creation that involved creativity. I

decided to have students create a house (pentagon) to go in a class neighborhood that I would put up on our class

bulletin board. This project brought all of the material the children have been learning, together. For the last day of

the unit, I wanted to have students complete the performance-based assessment, that they completed as a preassessment, so I can see how much they have learned from the beginning to the end of the unit. It would be great to

see progress from every student! For a fun and critical thinking challenge, I wanted to engage students in a toilet

paper challenge to conclude the unit in a fun and challenging way.

Unit Learning Progressions Justification: As I planned my unit, I followed the unit learning progressions. I started my

unit (2 weeks before my unit actually stated) by giving my students my performance-based assessment that was a

high cognitive demand task. It had a high mathematical ceiling and a low mathematical floor. My lesson on the first

day of my unit (The Spaghetti and Meatballs for All lesson) was a lesson for developing the students’ conceptual

understanding. It is a great lesson to have at the beginning of the unit because it has student’s relate perimeter and

area to the real world. The lesson was a high cognitive task and it was perfect for developing conceptual

**understanding. Throughout my unit, I provided a variety of strategic competence lessons, so students could develop
**

strategies for finding perimeter and area. Toward the end of the perimeter and area concepts, I provided students

with procedural fluency practice by implementing lessons that involved math centers. The math centers had

perimeter and area games and activities where students could practice their fluency with perimeter and area.

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