Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

STAGE 1 – DESIRED RESULTS

Unit Title: Measuring Shapes in Different Ways

Established Goals:
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 [ CITATION Vir3 \l 1033 ].
Understandings: Students will understand that… Essential Questions:
 Why is being able to find the
 Perimeter, area, volume, are valuable and perimeter, area, and volume in
can be applied to many situations like standard metric and U.S.
finding the perimeter for a new fence, the measurements important?
volume of a pool, and the area of a house.  How can we determine if we need to
 There are many places in your life where find perimeter, area, or volume of
you can find area, perimeter, and volume something?
like your bedroom, your house, the mall, a  Where could you measure area,
box, or a pool. These things can take up volume, or perimeter?
very large to very small spaces.  How could you find volume, perimeter,
 There is a need for finding the area, and area to solve one real-life problem?
perimeter, and volume of these spaces,  What polygons do you see every day?
one instance may be to know how much
carpet you need to purchase for your
bedroom, another could be how much
water you need to fill a pool.

Students will know: Students will be able to:

 Perimeter, area, and volume are used at  Calculate the perimeter (length around) of
different times and situations in the ‘real a given figure or a given ‘real world’
world.’ space such as a yard in need of a fence.
 Perimeter is the complete distance around  Calculate the area inside a given plane
an object that is measured using standard figure or a given space in the ‘real world’
metric or U.S. measurements. like a classroom.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
 Area is the space inside a plane figure  Calculate the volume of a given three-
which is measured using standard metric dimensional figure and write the
or U.S. measurements. calculations in cubic units.
 Volume is capacity or the space inside of  Determine the difference between cubic
a three-dimensional figure which is units and standard units.
measured in cubic units.  Find the perimeter of a polygon.
 Volume and area are different because  Calculate the area of a right triangle
volume is three-dimensional and area in  Determine whether perimeter, volume, or
two-dimensional, they are calculated and area needs to be found/used based upon
recorded differently. given scenarios.
 Cubic units such as cubic inches are not
the same as standard inches.
 A polygon is a closed plane figure that has
at least three sides.
 The perimeter of a polygon is the distance
around the outer edge.
 A right triangle is a polygon which has
one ninety-degree angle and the area of a
right triangle is calculated by the equation
½ base x height of the right triangle.
 Since polygons are characteristically
plane two-dimensional figures, they do
not have volume.
 Finding area, perimeter, and volume all
occur in different scenarios.
 Finding area is only inside of a plane
space like the area of a floor or wall.
 Finding perimeter is on the outside of an
object like finding the perimeter around
the school.
 Finding volume is on the inside of a three-
dimensional object like the volume of an
empty ball pit.

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 GRASPS: The students will create a  Students will complete a homework

blueprint of an outdoor space for a resort assignment determining whether

and will include a pool and a pool deck of perimeter, volume, or area is needed in a

any shape they choose as long as the given real-world problem.

volume of the pool is 5,000 cubic feet and  Students will complete a Frayer model for

the area of the pool deck is 8,000 square each concept perimeter, area, and volume.

feet[CITATION Wig05 \p 159 \l 1033 ].  Students will complete a homework

 Students will use cube manipulatives to assignment where they will solve

make various plane and three-dimensional problems concerning area, perimeter, and

figures. They will then measure their volume.

figure and calculate area, perimeter, and  Students will take a test a quiz on the

volume of three different figures. concepts of area, perimeter, and volume

 The students will be placed into three with one solvable problem.

groups, each group will be given a tape  Students will respond to an essential

measure. The groups will each be question of their choice either orally or in

assigned what they are calculating, area, writing.

perimeter, and volume. At the end of the  Students will respond to a prompt about a

calculation each group will share with the real-world scenario where they would

class how they arrived at their solve a problem by finding perimeter,

answers[ CITATION Tea2 \l 1033 ]. area, or volume.

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
 Students will take a comprehensive test

where they answer questions about the

concepts and applications of volume,

perimeter, and area as well as solving

mathematical problems using volume,

area, and perimeter.

Student Self-Assessment and Reflection

 Students will complete a Three Column Chart at the beginning of each week and add to it

throughout the week[CITATION Pau08 \p 113 \l 1033 ].

 Each Friday students will complete a Ticket to Leave where they answer the question

requiring them to connect their learning to their lives[CITATION Pau08 \p 115 \l 1033 ].
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
 At the end of the lessons on Wednesdays the students will do an ABC to XYZ activity to

summarize their learning[CITATION Pau08 \p 119 \l 1033 ].

 Throughout the week the students will complete a worksheet where they rate statements on

how familiar they are with the content they learned. Their answers will be, “almost always,”

“sometimes,” and “not yet[CITATION Pau08 \p 151 \l 1033 ].”

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. The students start their three-column chart. The first column will be titled ‘what I know’ the second, ‘what I don’t
know,’ the third, ‘what I wish I knew.’ This will serve as a preassessment for their knowledge of perimeter, area, and
volume[CITATION Pau08 \p 113 \l 1033 ].
2. TTW reveal a big box to the students and begin asking the students’ questions about their thoughts on the box like,
“what is this box telling us? What information could we gather from this box?” TTW tell the students that the box has
something in common with what they will be learning because it has a perimeter, volume and area. (hook)
3. TTW write the ‘I can’ statement on the board and discuss it with students. TTW also introduce the standards and the
students will be expected to know and understand.
4. TTW use a power point to introduce the key concepts about perimeter, area, and volume and how they are used in real
life.
5. TTW introduce to the students the graded assignments for the unit, the GRASPS final assignment, the homework
assignment, and the five item multiple choice quiz.
6. TTW write the essential questions on the board and play the song ‘I kick it’ as the students do a “mix pair share” to
discuss the essential questions[ CITATION Kag \l 1033 ].
7. TTW give the students various objects and instruct them to find the perimeter of these objects. TTW will give
students who are lower level learners snap cubes and instruct them to count the cubes and add them to find
the perimeter (differentiation).
8. Students will complete a homework assignment determining whether perimeter, volume, or area is needed in a given

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
real-world problem.
9. TTW instruct the students on area and volume through concept-based instruction[CITATION Pau082 \p 43 \l
1033 ].
10. TSW complete three Frayer models, one for perimeter, volume, and area [CITATION Pau082 \p 18 \l 1033 ].
The teacher will use these to assess students learning and will allow students to provide examples in whichever way they
choose drawing, writing a description, making a song/rap, and building something with blocks or Legos are all acceptable
examples (differentiation by learning style).
11. TTW give the students time to begin brainstorm for their GRASPS projects.
12. TTW take the students to the playground and they will use tape measures to measure and record dimensions of things
on and around the playground and then they will do the calculations.
13. TSW complete a Ticket to Leave where they answer the question requiring them to connect their learning to their
lives[CITATION Pau08 \p 115 \l 1033 ]. TTW alter the prompts for students of various learning abilities
(differentiation).
14. TSW write in on their three-column chart.
15. After reviewing what the students wrote in their three-column TTW teach a short review lesson focusing especially on
things where students are struggling and incorporating different learning options like manipulatives, videos, and music
(differentiation by learning style).
16. TSW create the first draft of their GRASPS assignment.
17. TTW give the students the five-item multiple choice quiz and allow them to work on their GRASPS after finishing
their quiz. TTW also read the quiz questions for students who may struggle with reading and provide cube manipulatives
for students who need to build and visualize their problem solving (Differentiation).
18. TSW do the final edit of their GRASPS.
19. TSW have the option to present their final GRASPS to the class if they choose to do so.
20. TSW complete a final ‘Ticket to Leave’ answering what their favorite thing they learned throughout the
unit[CITATION Pau082 \p 115 \l 1033 ].

Approximately 20 statements.

[Notes – delete from final product] Number of activities will vary based on your instructional decisions. There should be
a unit sequence (teaching and learning activities) that provides a clear flow of the unit from beginning to end. At
least three instructional strategies should be used, three cooperative learning strategies, and you should have
at least two lessons that are differentiated by interest and learning ability (high achievers, average learner,
struggling learning. Clearly mark these activities so the professor can easily spot them in your unit.

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

 Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 10 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
- Begin Three - Power point - Finding perimeter - Concept based - Playground
Column Chart lesson of objects instruction Measuring
- Box examination - Introduction of - Homework - Frayer models - Exit Ticket
(hook) assignments worksheet - Brainstorming for
- Discussing ‘I can’ - Mix pair share GRASPS
statement

6. 7. 8. 9. 10.
- Three column - First draft of - Quiz and - Final edit of - Presentation of
chart GRASPS opportunity to work GRASPS GRASPS
- Review on GRASPS - Final ‘Ticket to
Leave’

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

Teach Tool Kit. (n.d.). Teacher Tool Kit. Retrieved from

http://www.theteachertoolkit.com/index.php/tool/jigsaw

Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, Va: ASCD.

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