Design Topic: Measurement Subject: Math Grade: 5 Designer: Leigh Yarbrough

Unit Cover Page

Unit Title: Perimeter, Area, and Volume __________ Grade Levels: _5_______

Topic/Subject Areas: Measurement, U.S. Customary and Metric Units____________

Key Words: Perimeter, Area, Volume, U.S. Customary, and Polygon ______________

Designed By: Leigh Yarbrough________________ Time Frame: 2 Weeks__________

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

In this math unit students will learn about units of measure, their use, and how to convert them.
Students will understand how to apply these measurements to real world projects and situations. They
will learn how to estimate, measure, and calculate perimeter and area of regular polygons. They will
learn how to estimate, measure, and calculate the volume of three-dimensional object. The student will
be able to determine when the application of concept in perimeter, area, or volume is appropriate for a
given situation. The students will explore the differences between U.S. Customary and Metric
measuring systems. They will also learn how to convert them and learn the importance of using each in
everyday life. The students will also understand the difference between weight and mass. The
summative assessment for this unit will be a land survey to help the Principle and the Superintendent
figure out how much space they have available for new playground equipment and make sure to
maximize the area as well as choose the playground size for the area provided by using perimeter, area,
and volume. The student will develop a graph and letter with all of the data collected, this will be
creative, accurate, neat, and give all units of measure.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic: Measurement Subject: Math Grade: 5 Designer: Leigh Yarbrough

STAGE 1 – DESIRED RESULTS

Unit Title: Perimeter, Area, and Volume

Established Goals:
The student will:
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the concept
of perimeter, area, or volume is appropriate for a given situation;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using U.S.
(Customary and metric units.)
(VDOE 2009)

Understandings: Students will understand that… Essential Questions:

• measurement is applicable and important for • Why do we need to know how to find perimeter,
creating things with precision in many areas of our area, and volume?
lives such as architecture, GPS directions and • How do you use the standard units of measure
cooking. within our daily life?
• perimeter, area, and volume are standard units of • Why are mass and weight different?
measure. • Why are U.S. Customary and metric units similar or
• Mass is a measurement of the amount of matter of different?
something, while weight is the measurement of the
pull of gravity on an object.
• U.S. Customary is commonly used in the U.S. and it
has no predictable relationship and metric is
commonly used in most other countries and it has a
predictable relationship, U.S. Customary and metric
are the two units of measure used in the world.

Students will know: Students will be able to:

• perimeter is the distance around an object and is a
measure of length, to find perimeter add the length
of each side of a polygon.
• area is the amount of space a surface covers and is
measured in square units, to find area of a polygon
multiply the length of one side to the width of the
adjacent side.
• volume is the amount of space that is inside an
object and is measured in cubic units
• when to calculate perimeter, area, and volume
depending on what the question is asking.
• U.S. Customary units for length include: inches, feet,
yard, and miles and for mass includes: ounces and
pounds.
• metric units for length include: millimeter, centimeter,
meters, and kilometers and for mass include: grams.
• the difference between mass and weight.
• weight is determined by its gravitational pull and is
not always constant while the mass remains the
same.
• estimate, determine, and calculate the best method
to solve problems relating to standard units of
measure in perimeter and area of a regular polygon.
• estimate, determine, and calculate volume of three-
dimensional object.
• determine when the application of concept in
perimeter, area, or volume is appropriate for a given
situation.
• identify equivalent measurement by selecting an
appropriate measuring device and a U.S. customary
or metric unit of measure
• identify and discuss when to use each unit of
measure and what the measurement determines.
• explain the difference between mass and weight.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic: Measurement Subject: Math Grade: 5 Designer: Leigh Yarbrough

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

• Frayer Model - Students will complete a Frayer • Homework – vocabulary used for perimeter, area
Model on each area, perimeter, and volume and volume
• Island Conquers Partner Game - Students will be • Skills check - use manipulatives to find area,
Island Conquers in a pirate-themed partner math perimeter, and volume
game. The object of the game is for the pirates • Quiz – The students will take a five-question
(players) to find all of the islands in Quadrilateral multiple-choice quiz on the terms, units and
Bay and conquer them by correctly calculating their situations for using specific measurements in
area or perimeter. At the end of the game, both perimeter, area, and volume.
pirates count their “treasure” by calculating the total
area or perimeter of all the islands they have
captured. The pirate with the most treasure is the
winner and is declared Pirate Captain! (Candler,
2018)
• GRASPS Activity – Students will act as land surveys
to help the Principle and the Superintendent figure
out how much space they have available for new
playground equipment and make sure to maximize
the area as well as provide a substantial size
playground in the area provided.

Student Self-Assessment and Reflection

• KWL Chart – The students will be given back their chart from the pre-assessment and add what they have learned.
Students will work on a KWL sheet each week and add to it throughout the entire unit.
• Re-Do - students will use their assessments to self-asses results from performance tasks. Once the students have
gotten their graded assessments or assignments back they will see how well they performed and then move on to
answer those questions they did not get correct to understand why it was wrong and return to the teacher.
• Students will fill out an understanding survey on the bottom of the quiz of their level of comfort from 1 - don’t
understand to 5 – could teach it to someone else.
• Students will re-consider essential questions provided at the beginning of the unit and reflect on these on KWL chart
given back to them at the end of the unit. This will allow students to remember where they started and how far they
have come.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook – Read the book Perimeter, Area, and Volume A Monster Book of Dimensions by Davis A. Adler and Illustrated by
Edward Miller. This book introduces perimeter, area, and volume concepts with monster characters that take a journey to
the movies and explore all these concepts along the way.
2. Pre-Assessment – KWL Chart: TSW begin by filling out what they know and what they want to know about perimeter,
area, volume and anything they think that relates to the subject.
3. Introduce standards, goals, big ideas, and essential questions.
4. Introduce Final Project (Summative assessment) – GRASP
5. Lecture and Notes - Present key terms and equations to students (perimeter, area, and volume). Discuss and model the
use of each. TSW take notes in their math section of their binder (remind them this is to be in their best handwriting so
they can refer to it through the unit). TTW guide the students on what to write and/or draw and will provide read/write
learning.
6. What’s in Your Name? TSW find the perimeter and area using the letters in their name. Lesson will provide a visual
learning style for students.
7. Assign Homework – TSW write vocabulary (perimeter, area, and volume) definitions in their own words. Students should
write the definition in their own words, this is not looking up the definition and copying them down.
8. Review homework
9. Island Conquer Partner Game – The object of the game is for the pirates (players) to find all of the islands in Quadrilateral
Bay and conquer them by correctly calculating their area or perimeter. At the end of the game, both pirates count their
“treasure” by calculating the total area or perimeter of all the islands they have captured. The pirate with the most treasure
is the winner and is declared Pirate Captain! (Candler, 2018)
10. Frayer Model – TSW complete one for each perimeter, area, and volume. This will provide a visual organizer that helps
students learn separate critical attributes from interesting information about concept as well as allow students to self-
assess on what they do and do not know. TTW facilitate whole group discussion about each Frayer Model allowing the
students to share what they wrote for each topic.
11. Assign GRASP – TTW discuss the activity and provide the expectations, rubric, and an example of excellent work. TSW
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic: Measurement Subject: Math Grade: 5 Designer: Leigh Yarbrough

begin brainstorming with their ideas.

12. Skills check – TSW use manipulatives to find area, perimeter, and volume. Manipulatives will provide concrete props for
kinesthetic learners to handle and gain a further understanding of the concepts.
13. Quiz - Five-question multiple-choice quiz on the terms, units and situations for using specific measurements in perimeter,
area, and volume.
14. Lecture and Notes - present key terms (U.S. Customary Units, Metric Units, and Mass). Discuss and model when to use
of each unit and how to convert each. Explain and model mass and weight differences. TSW take notes in their math
section of their binder (remind them this is to be in their best handwriting so they can refer to it through the unit). TTW
guide the students on what to write and/or draw and will provide read/write learning.
15. Metric Line-Up Activity – This will facilitate movement and check for understanding from the previous days lecture and
notes on U.S. Customary Units, Metric Units, and Mass (Rutherford, 2008, p. 102).
16. Teacher/Student Meeting: The teacher will have a discussion with students that did not perform well on the quiz and
discuss the choice they made regarding their level of comfort on the quiz. TTW talk with students that did perform well but
still choose a 3 or lower to see why they didn’t feel more confident. Each student will be meet with individually and then in
small group help those that need of further instruction.
17. Re-do - TSW receive their papers back, they will need to self-reflect on how they performed and then answer the
questions they did not get correct, then re-do to understand why it was wrong and return to the teacher.
18. Continue GRASP – TTW take students outside and allow students time to gather all measurements/drawings needed for
GRASP.
19. Continue working on GRASP – Return outside of if students have not completed measurements/drawings.
20. Present and Turn-in GRASP - TSW use Author’s Chair to read the letter written from the GRASP to their peers.
21. Exit Ticket - Return KWL Chart from Pre-Assessment. Remind students of essential questions and TSW fill in the
Learned section. This will allow students to express what they have learned and how visual representation of how much
they have learned since the beginning of the unit.

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

1. Book (Hook) 4. Introduce 6. What’s in Your 8. Review 10. Frayer Model

2. KWL Chart (Pre- Summative GRASP Name? Homework 11. Assign GRASP
Assessment) 5. Lecture & Notes 7. Assign Homework 9. Island Conquer
3. Introduce Partner Game
standards, goals, big
ideas, and essential
questions.

6. 7. 8. 9. 10.

12. Skills Check 14. Lecture & Notes 16. Teacher/Student 19. Continue 20. Present and
13. Quiz – 5 question 15. Metric Line-Up Meeting working on GRASP Turn-in GRASP
Activity 17. Re-do 21. KWL Chart
18. Continue GRASP (Exit ticket)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic: Measurement Subject: Math Grade: 5 Designer: Leigh Yarbrough

References

Candler, L. (n.d.). Island Conquer Area and Perimeter Game (Free). Retrieved September 28, 2018, from

https://www.teacherspayteachers.com/Product/Island-Conquer-Area-and-Perimeter-Game-Free-223684

Rutherford, P. (2015). Instruction For All Students. Alexandria, VA: Just ASK.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5