Design Topic Measurement Subject(s) Mathematics Grade(s) 5 Designer(s) Ashley Speelman

Understanding by Design

Unit Cover Page

Unit Title: Measurement Mania____ Grade Levels: Fifth

Topic/Subject Areas: Measurement/ Mathematics

Key Words: perimeter, area, volume, metric, and U.S. Customary

Designed By: Ashley Speelman Time Frame: Two Weeks

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

Brief Summary of Unit:

This Mathematics Unit focuses primarily on finding area, perimeter, and volume and
introducing U.S. Customary units and metric units. The student should learn formulas for area,
perimeter, and volume. The student will also understand that U.S. Customary units of length
measurement are inches, feet, and yards, and the metric system units of measurement are
centimeters, meters, and kilometers. By the end of this unit, the student should be able to find
length using a ruler, yardstick, meter, and tape measure of a rectangular object and then
calculate its perimeter, area, and volume. A final activity at the end of the unit will require
students to be able to construct a rectangular model and find its perimeter, area, and volume in
both U.S. Customary and metric units.

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(s) Mathematics Grade(s) 5 Designer(s) Ashley Speelman
STAGE 1 – DESIRED RESULTS

Unit Title: Measurement Makers SOL 5.8

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, and 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 and appropriate unit of measure for a given situation involving measurement using U.S.
Customary and metric units.

Understandings: Students will understand that… Essential Questions:

 calculating area and perimeter can help in solving
problems in the here and now.
 we use both the U.S. Customary system and the
metric system in the real-world, so it is important to
be able to identify and convert measurements.
 The metric system uses a lot of prefixes such
as centi- and milli-. Other than measuring
liquid, length, mass, and weight, what are some
other words in our vocabulary that share the
same prefixes?
 What is a situation that would require a person
to want to know the perimeter of a shape but
not the area?
 What are some examples in your life when you
had to find the perimeter, area, or volume of
something?
 What are some instances where you would
need to measure the volume of something
using a cup rather than a gallon?
 What are some reasons we would measure
something in metric units, rather than U.S.
Customary?

Students will know: Students will be able to:

 U.S. Customary units of length measurement are
inches, feet, and yards, and the metric system units
of measurement are centimeters, meters, and
kilometers.
 formulas for area, perimeter, and volume.
 discernment in using perimeter, area, or volume
solution.
 gallons, quarts, pints, and cups are U.S.
Customary units of volume.
 Liters and milliliters are examples of metric
measures of liquid.
 while weight refers to the pull of gravity on an
object, mass refers to the size of the object
independent of gravity.
 conversions in metric units
 find length using a ruler, yardstick, meter, and tape
measure of a rectangular object and then calculate
its perimeter, area, and volume.
 calculate perimeter, area, and volume of given
problems.
 write an essay on given scenarios where
perimeter, area, or volume need to be calculated.
 using cup, quart, pint, and gallon containers to find
volume of a given liquid.
 convert from cups to pints, quarts, or gallons.
 count how many centimeters in a meter to
determine that one meter equals one-hundred
centimeters.
 construct a rectangular model and find its
perimeter, area, and volume in both U.S.
Customary and metric units.

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

Design Topic Measurement Subject(s) Mathematics Grade(s) 5 Designer(s) Ashley Speelman
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
 Quiz-students will take an assessment on
 Aquatic Measurements GRASP- Students the discussion on area, perimeter, and
will be required to find the area and volume.
perimeter to the lid of a rectangular  Homework- students will be given a
octopus exhibit at an aquarium, so they worksheet with different measure to
can build a matching tank for a second convert from metric unit conversions and
octopus beside it. The students will also a few well-known U.S. customary
need to find the volume of the tank in conversions
order to match the same tanks structure.  Homework- students will be given a few
The aquarium asks for measurements in story problems asking them to find area,
both U.S. Customary and metric Units. perimeter, or volume. Students will use
Create a 3D model of your fish tank (not their skills to not only calculate area,
full scale). perimeter, and volume, but also be able to
- (Extra Credit Question: If the determine which function (area,
aquarium needs 50 gallons to fill the perimeter, and volume) to solve for.
fish tank, how many cups will that
equate to?)
 Architecture Design- Students will be
given a poster board to create their own
blueprints for a building. They have to
find the area and perimeter of each room.
 Mathmania Theater Present-Students will
be split into groups to act out a story
problem from their homework. The
students can take as many creative
liberties as they want but they must
verbalize how they solved their problem
and make a real-world application.

Student Self-Assessment and Reflection

 K-W-L Chart for term “volume” to discover what the students already know and want to know about
volume.
 Frayer Model for any metric pre-fix can help students assess how much of the topic they remember from
the class. Students will be given different metric prefixes and as a post-assessment, they will reflect on
what they learned in class and fill out the model.
 Exit ticket: color area and perimeter/students can write how they are doing on the back of the ticket.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic Measurement Subject(s) Mathematics Grade(s) 5 Designer(s) Ashley Speelman

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: Math Puzzler: Block puzzler- Students can use a scrap piece of paper but the puzzle will be projected
onto the screen. The puzzle is asking them how many times it would take them to get blocks in a certain order.
It is just a quick thirty-second activity to warm up their fifth-grade brains and get them ready for a fun day of
math. The puzzle is found on mathisfun.com.
2. State the objectives for the unit.
3. Introduce terms: perimeter, area, and volume using a Venn Diagram. Perimeter measures the length around
something. Area measures the amount space inside of an enclosed figure. Volume is the amount of space in a
three-dimensional figure.
4. Introduction of Final Assessment: “Aquatic Measurements”
5. Engage students by asking: What is a situation that would require a person to want to know the perimeter of
a shape but not the area? Have them discuss their thoughts in groups. The youngest in the group will share the
group’s overall thoughts.
6. Discuss formulas for perimeter and area. Perimeter’ formula for a rectangle: 2L+2W. Area formula for a
rectangle: LxW.
7. “Architecture and Design” activity: Students will be given a poster board to create their own blueprints for a
building. They have to find the area and perimeter of each room.
8. Exit Ticket: Students will color the Perimeter of the shape green and the area of the shape blue.
9. Teacher will discuss formula for volume. Rectangular prism volume formula: LxWxH.
10. Story Problem Journals (Homework): students will create area, perimeter, and volume problems. These
story problems will be used for an activity later in the week. Students will be required to create at least one
area, perimeter, and volume problem. Answer the question: - Essential Question: What are some examples in
your life when you had to find the perimeter, area, or volume of something?
11. Teacher will split class into centers: 1-area creations, 2- perimeter creations, 3-volume creations, 4- story
problems. Students will build a rectangle with LEGO blocks at tables 1 and 2 and find the area and perimeter of
their creations. At table 3 students will use a ruler to measure the volume of random classroom items and
record them. Finally, at table 4, students will put their knowledge of area, perimeter, and volume in practice
working through a story problem worksheet.
12. Introduce and have students perform “Mathmania Presents”. Students will be split into groups to act out a
story problem from their homework. The students can take as many creative liberties as they want but they
must verbalize how they solved their problem and make a real-world application
13. Homework: students will have review problems for area, perimeter, and volume, as well as some story
problems to prepare them for the quiz.
14. Students will take a multiple-choice quiz on area, perimeter, and volume and how to apply them in certain
story problem types.
15. Hook: ask students, “What are some reasons we would measure something in metric units, rather than U.S.
Customary?” Have them discuss their answers with someone born in the same season as them. Have the
oldest ones share their answer.
16. Begin K-W-L chart for metric. Students will begin the knowledge portion of this chart that assesses what
they already know, want to know, and learned about a specific topic.
17. Introduce millimeters, decimeter, centimeters, meters, decameters, hectometers, and kilometers
18. Reflect in journal: The metric system uses a lot of prefixes such as centi- and milli-. Other than measuring
liquid, length, mass, and weight, what are some other words in our vocabulary that share the same prefixes?
The student should come up with at least three examples and explain them.
19. Hook: Math puzzlers: Gurmit the Hermit- this is a cute little puzzler about counting grains of sand.
20. “Block it out” activity: students will use some centimeter, millimeter, and inch blocks to measure certain
images.
21. Hook: Essential Question, “What are some instances where you would need to measure the volume of
something using a cup rather than a gallon?” Students will share their thoughts with your shoulder partner.
22.Introduce: ounces, cups, pints, quarts, and gallons as U.S. Customary and milliliters and liters for metric
measurements.
23. Teacher will split students into centers: 1-measuring length with metric units,
2-mesauring length with U.S. Customary units, 3-measuring liquids with U.S. Customary units, and 4-
measuring liquids with metric units.

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

Design Topic Measurement Subject(s) Mathematics Grade(s) 5 Designer(s) Ashley Speelman
24.Teacher will review metric units, U.S. Customary units, as well as area, perimeter, and volume with a game
of Math Jeopardy. This game is super simple and models the actual television game of jeopardy. Students
have the opportunity to answer questions to receive points.
25. Assign summative assessment: “Aquatic Measurements”
26. Author’s chair: each student will present their aquarium and explain how they came up with their
dimensions.

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

Design Topic Measurement________________ Subject(s) Mathematics
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
1.
-Hook: Math Puzzler (Block
Slide)
-State objectives for the unit
-Introduce terms: perimeter,
area, and volume.
-Introduction of Final
Assessment: “Aquatic
Measurements”
6.
-Hook: ask students, “What are
some reasons we would
measure something in metric
units, rather than U.S.
Customary?”
-Begin K-W-L chart for metric
-Introduce millimeters,
decimeter, centimeters,
meters, decameters,
hectometers, and kilometers
-Reflect in journal: Metric pre-
fix prompt
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Grade(s) _5______ Designer(s) Ashley Speelman_____________________
Stage 3 – Plan Learning Experiences and Instruction
Tuesday
2.
-Engage students by asking:
What is a situation that would
require a person to want to
know the perimeter of a shape
but not the area?
-Discuss formulas for perimeter
and area
- “Architecture and Design”
activity
-Exit Ticket: Color perimeter
and area ticker
7.
- Hook: Math puzzlers: Gurmit
the Hermit
- “Block it out” activity
Wednesday
3.
-Discuss formula for volume.
-Story Problem Journals
(Homework): students will
create area, perimeter, and
volume problems
8.
- Essential Question, “What are
some instances where you
would need to measure the
volume of something using a
cup rather than a gallon?”
-Introduce: ounces, cups, pints,
quarts, and gallons as U.S.
Customary and milliliters and
liters for metric measurements.
-Centers for Measurement
Thursday Friday
4. 5.
-Centers: 1-area creations, 2-
perimeter creations, 3-volume
creations, 4- story problems
-Take Quiz on area, perimeter,
-Introduce and have students and volume
perform “Mathmania Presents”
-Homework: students will have
review problems for quiz
9. 10.
-Review metric units, U.S.
Customary units, as well as -Author’s chair: each student
area, perimeter, and volume will present their aquarium and
with a game of Math Jeopardy. explain how they came up with
their dimensions.
-Assign summative
assessment: “Aquatic
Measurements”
6
Design Topic Measurement________________ Subject(s) Mathematics Grade(s) _5______ Designer(s) Ashley Speelman_____________________

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

(Copy and Paste Your Rubric on the last page)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7