Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

Understanding by Design

Unit Cover Page

Unit Title: Finding the Area and Perimeter Grade Levels: 5th

Topic/Subject Areas: Perimeter and Area

Key Words: area, perimeter, dimension, length, width, formula

Designed By: Toni Crawford 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 unit, students will focus on learning key concepts to find the area,
perimeter, and volume for a variety of shapes in standard units of measurement.
Students will solve practical problems using area, perimeter, and volume and
determine when they are appropriate measures to use and explain why. By the end of
the unit, students should be able to solve practical problems by using different
formulas to find the area, perimeter, and volume of two and three-dimensional shapes.
For their final performance task, students will create different architectural designs for
a designated space, identify which design is best for the space based on mathematical
reasoning, and explain why they made their decision.

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: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford
STAGE 1 – DESIRED RESULTS
Unit Title: Perimeter and Area

Established Goals:
VA Sol 5.8 The student will
a) solve practical problems that involve perimeter, area, and volume in standard units of
measure; and
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.

Understandings: Students will understand that… Essential Questions:

• Area, perimeter, and volume can be used
to solve practical problems.
• Area, perimeter, and volume each have
different formulas.
• Standard units of measure will be different
based on the dimensions of a polygon.
• Why is knowing the meaning of area,
perimeter, and volume important?
• When is it appropriate to use perimeter,
area, and volume?
• How do you know what standard unit of
measure to use for a given situation?
• How are the formulas different and why
is it important to know the difference?
• How would knowing how to find area and
perimeter help us solve problems in our
lives?
• How is area, perimeter, and volume
related?

Students will know: Students will be able to:

• The path or distance around a figure is the
perimeter.
• The area is the surface included within a
figure that is measured by the number of
square units needed to cover a surface
and/or figure.
• The volume of a three-dimensional figure
is a measure of capacity that is measured
in cubic units.
• To determine the perimeter of a polygon
they must add all sides together.
• To determine the area of a polygon they
must multiply the length times the width.
• To determine the volume of a three-
dimensional shape they must multiply the
length x width x height.
• To determine the area of a right triangle
they must multiply ½ x base x height.
• Perimeter, area, and volume are
surrounded by them in their everyday
lives.
• Solve practical problems that includes
perimeter, area, and volume.
• Determine the perimeter, area, and
volume of a polygon with and without a
diagram.
• Develop a problem using manipulatives
such as a cereal box, cube, etc. to find the
volume.
• Identify when to use the correct formula
for different scenarios and problems.
• Determine and record the solution with
the appropriate unit of measure.
• Define and describe the vocabulary terms:
perimeter, area, volume, polygon, and
standard units of measure.

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

Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

• GRASPS Activity: Students will design a
pool for Regent Elementary to start a
swim team that will include three different
options, measurements, and sketches; they
will recommend the best design for the
designated space and explain their
reasoning.
• Connection Collections: Students will
collect objects around the room that they
will have to find the area, perimeter, and
volume of the different items and record
their findings on a chart (Rutherford,
2008).
• Worksheet: Students will independently
complete a variety worksheet that covers
area, perimeter, volume, units of
measurement to assess their knowledge
and understanding of the unit.
• Quiz: Students will take a quiz to assess
their knowledge and understanding of
perimeter, area, and volume.
• Three-Column Chart: Students will
complete a three-column chart that they
will complete throughout the unit to
access their previous knowledge; what
they have learned; and what they still may
not know (Rutherford, 2008)
• Units of Measurement: Students will
research and record the units of measure:
the meaning, how and what it is used for,
its size definition and relationships to
others, the profession that use it, and other
interesting facts they have found
(Rutherford, 2008).

Student Self-Assessment and Reflection

• Students will create a three-column chart to reflect on what they have learned and what they
may not know.
• Students will complete a checklist at the end of the lesson to reflect on what they have learned
and what they still need help with.
• Students will complete an exit ticket at the end of the lesson that will ask them to write down
one thing they learned, one thing they still struggle with, and one thing they still want to know.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
1. Students will complete the first column in the three-column chart as a pre-assessment for previous
knowledge (Rutherford, 2008).
2. The teacher will hook students by displaying a picture of a pool. Students will discuss ways to
measure the pool and methods of finding out how much water can be held in the pool.
3. The teacher will share the essential questions and the first learning goal with the class. Students will
partner with a buddy and converse about the essential questions.
4. The teacher and students will define new vocabulary words and create an anchor chart for perimeter
and area. The teacher will also introduce three examples of how to solve area and perimeter.
5. Students will participate in a research activity to define area, perimeter, and units of measurement.
They will also determine how and what it is used for, what profession needs it, and any other facts
they find interesting.

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

Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

6. Students will create posters for their mini research activity and present them to the class. Students
will complete an exit ticket, solving one problem for perimeter and one problem for area.
7. Teacher will introduce the final project to the class.
8. The teacher will give direct instruction on vocabulary words and different methods of solving area
and perimeter. The teacher will also explain how to solve area and perimeter with different shapes and
practice examples with the teacher.
9. Teacher will hook students by showing them the picture of the pool and ask: what are some
different ways you can find out how much water is in the pool.
10. Teacher will explain learning goal two and introduce solving for volume in different shapes.
11. Teacher will do guided practice and students will complete a worksheet that covers area,
perimeter, and volume.
12. Teacher will show students how to use a ruler and demonstrate how to find the area, perimeter,
and volume of an object.
13. Students will participate in an activity where they will go around the room to find objects that they
can measure to find the area, perimeter, and volume of the object.
14. Students will complete a quiz on area, perimeter, and volume.
15. Students will complete the second part of the three-column chart as an assessment of what they
know and what they still want to know.
16. Students will work on their projects. They will complete any revisions and edits.
17. Students will complete an activity that involves finding the area and perimeter or irregular objects
using their hands and feet on grid paper. Students talk with their shoulder partner about their findings.
18. Students will continue to work on their final project. They will finish up their last-minute touches
and prepare to turn them in and present.
19. Students will have a review game of jeopardy and complete a quiz.
20. Students will turn in their completed projects and present their findings. Students will also
complete the last section of their three-column chart.

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

Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
• Three-Column • Teaching • Unit of Measure: • Presentations • Direct instruction
Chart vocabulary Mini research • Exit ticket and review of new
• Hook • Examples of how activity • Intro to final content
• Learning goal one to solve for area • Create posters project • Practice variety of
• Essential and perimeter problems
questions • Anchor Chart
• Buddy Discussion
6. 7. 8. 9. 10.
• Hook • Demonstration of • Three-Column • Game of Jeopardy • Present GRASPS
• Learning goal two material and Chart • Quiz Project
• Instruction and activity • Worksheet • Finalize Grasp • Complete Three-
guided practice on • Connection activity project Column Chart
how to find Collection activity • Review Grasp
volume • Quiz project
• Worksheet

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

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

 Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

Name: Date:
Design a Pool Rubric
Task Description: Students will design a pool for Regent Elementary to start a swim team that will include three different options,
measurements, and sketches; they will recommend the best design for the designated space and explain their reasoning.
3 2 1
Exemplary Proficient Needs Improvement Your Score

All designs are original,
different, and unique to the
Creativity/Presentation space; it is presented clearly
30% and effectively to the
principal.
Clear, correct and
descriptive evidence is used
Reasoning and Proof to justify and explain chosen
30% design; mathematical
reasoning shows proof for
the chosen design.
No calculation errors present
in area, perimeter, and
Completion volume; and the project
40% includes three different pool
designs.
One or more designs show
some original thought,
differences, and uniqueness
to the space; it is presented
somewhat clear to the
principal.
Some correct evidence is
used to explain the chosen
design: some mathematical
reasoning shows proof for
the chosen design.
One to three calculation
errors present in area,
perimeter, and volume; and
the project includes two
different pool designs.
No design is original or
unique to the space; it is
presented messy and unclear
to the principal.
No valid evidence or
explanation for choice of
design; no mathematical
reasoning to show proof for
the chosen design.
Four or more calculation
errors present in area,
perimeter, and volume; and
the project includes one pool
design.

Teacher Feedback: Total Score

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Geometry Subject(s): Mathematics Grade(s): 5th Designer(s): Toni Crawford

References

Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK Publications.

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