Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______

Understanding by Design

Unit Cover Page

Unit Title: _Perimeter, Area, and Volume __

Grade Levels: ___5th__________

Topic/Subject Areas: _Math __________________ ________________

Key Words: _Perimeter, Area, Volume, Unit of Measure, Plane Figure ________

Designed By: _Kimberly Peltonen___________ 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 perimeter, area, and volume and
how each of those measures are applied. They will apply the appropriate formula to
find the calculations of each after determining which measure is appropriate for the
given situation/problem. They will also learn the how to record their calculations with
the appropriate units of measure for each.
In the culminating task performance, students will determine how much carpet
and its cost for two rooms of a homeowner’s house. They must also determine the
number of trips it will take to transport the amount of carpet in their company van.
Finally, they will then have to write a bill to the homeowner using their calculations
and associated costs.

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

STAGE 1 – DESIRED RESULTS

Unit Title: Perimeter, Area, and Volume

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______

Established Goals:

(VDOE Math 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
(Virginia Department of Education, 2019,).

Understandings: Students will understand that… Essential Questions:

 Perimeter, area, and volume are important for
every-day use by average people and
professional’s life: some examples are
homeowners who build fences or need to fill
their pool, firefighters who have to determine
how much water they have in their tank to put
out a fire, building contractors have to know
how much wood is needed to frame the walls
of a house.
 Each measure of perimeter, area, and volume
has a different purpose and means to calculate
at based on what is being measured.
 What is perimeter, area, and volume?
 How are perimeter, area, and volume
determined?
 What is the purpose of labeling the unit of
measures?
 Who uses perimeter, area, and volume and
why are they helpful?
 What are examples of real-life applications
for the measurements of perimeter, area, and
volume.

Students will know that: Students will be able to:

 perimeter is the distance around any plane
figure (2D) and is a measure of length.
 the measure of length for the perimeter is the
sum of all sides.
 perimeter is recorded using the standard unit
of measure (eg. inches, feet, yards).
 area is the surface included within a plane
figure (2D) and is measured by the number of
square units needed to cover a surface.
 the measure of area for a rectangle is length x
width.
 area is recorded by squaring the standard unit
of measure (eg. square inches, square feet,
square yards)
 if a rectangle or a square is diagonally cut in
half, it forms two congruent right triangles.
 volume of a three-dimensional figure and is a
measure of capacity, which is measured in
cubic units.
 the measure for volume of a rectangular solid
is length x width x height.
 volume is recorded by cubing the standard
unit of measure (eg. cubic inches, cubic feet,
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 determine the perimeter of polygon by
finding the sum of the length of all sides.
 determine the area of a right triangle by
applying the formula ½ x base x height.
 determine the area of a square and rectangle
by applying the formula length x width.
 determine the volume of a three-dimensional
object by applying the formula length x width
x height.
 determine the perimeter of a polygon,
including non-rectangular shaped polygons,
when the length of sides is given.
 determine the perimeter of a square when one
length of a side is given.
 record solutions of perimeter, area, and
volume with the appropriate unit of measure
(linear, square, or cubic measure).
 identify when the application of the concept
of perimeter, area, or volume is appropriate
for a given real-life situation.
2
Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______
cubic yards)
 the measure for area for a right triangle is ½
base x height.
 for a right triangle, the distance from the top
of the right angle to its base is called the
height of the triangle, and the other side of the
right triangle is called the base.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 GRASPS Activity: Students must determine
how much carpet and its cost for two rooms
of a homeowner’s house. They must also
determine the number of trips it will take to
transport the amount of carpet in their
company van. Finally, they will then have to
write a bill to the homeowner using their
calculations and associated costs.
 Manipulatives: Working in groups, students
will use their knowledge of perimeter, area,
and volume to find the volume of boxes at
each station by using the unit cubes in the
given Ziploc bag. At the conclusion, students
will share and discuss their strategies and
what did or did not work to find the correct
volume.
 Students will work in groups to write a real-
life word problem involving perimeter, area,
and volume. On a separate sheet of paper,
they will write out the solution to each of the
problems. Groups will then exchange word
problems with other groups, and then solve.
Then discuss the problems as a class.
 Independent work – student will complete
worksheet solving for perimeter and area,
then peer review. Then as a class we will
discuss strategies of how perimeter and area
were solved.
 Quiz - Students will take a multiple-choice
quiz on what the perimeter, area, and volume
are, what formula to use for solving for them,
and when to use which formula.
 Flash Card Game: After a scenario is read
out loud, students will have 5 seconds to
generate their answer in their head before
they must raise the appropriate card
(perimeter, area, or volume) in the air.
 Word sort – Students will match the
measurement with the formula, appropriate
label for the unit of measure, and
corresponding scenario.
 Comprehensive assessment - Students will
work in pairs to find three plane figures and
three 3D objects in our classroom
environment. For each item they must draw
its shape, write what it is, and label its
dimensions. For the plane figures, they must
calculate its perimeter and area. For the 3D,
they must calculate its volume. They must
show how they got their calculations.

Student Self-Assessment and Reflection

 Students consider what they have learned by writing a 3-2-1: 3 facts they learned today, 2 things
they want to know more about, and 1 question they still have.
 After using manipulatives and writing word problem in their groups, students will have the
opportunity to self-assess and reflect on their responses in relation to their classmates’ responses.
 Students will fill out a weekly feedback form where they will answer the following questions:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______
What was the most interesting thing we did in math class this week? What made it so interesting?
What was the most boring thing we did in math class this week? What made it so boring?
What worked for you this week? Why?
What didn’t work for you this week? Why?
Is there anything about perimeter, area, or volume that you are unsure about?

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. Pre-assessment: TSW write a response on each of 3 different pieces of chart paper the answer to
“What is perimeter?”, “What is area?”, and “What is volume?”. The answers to each of these
questions will be discussed as a class. Evaluate (Ev), H
2. Introduce standards goals, essential questions and the GRASP performance task. W
3. TTW introduce students to what perimeter, area, and volume are and relate their need to real
world uses. Explore (Ex)
4. Students will go outside to 4-square court where they will physically demonstrate perimeter by
standing on the edges and area where they will take 12”x12” pieces of paper and cover the
surface. They will also use tape measure to measure the length and width to be solved back in the
classroom. Ex, H
5. Mini lesson: Using the measurements that were taken at the 4-square court, introduce students to
the formulas for perimeter and area, the correct units of measure for each, and real-world
scenarios for each. Introduce concept of finding the area for a right triangle is related to the area
of a rectangle. Ex
6. Independent work: TSW complete a worksheet that requires them to solve for perimeter and area.
Once complete, TSW will peer review with a partner before the class discusses the strategies used
to solve for perimeter and area. Ex, Ev (Sir Circumference Classroom Activities, 2015, pg. 20)
7. Flash card game: Students will identify only perimeter and area for correct scenario
8. Manipulatives: Using their knowledge of perimeter and area and working in groups, students will
use their knowledge of perimeter, area, and volume to find the volume of boxes at each station by
using the unit cubes in the given Ziploc bag. At the conclusion, students will share and discuss
their strategies and what did or did not work to find the correct volume. H, Ex, R
9. Mini lesson: TTW review what volume is and introduce the formula to solve for volume, the
correct unit of measure, and real-world scenario. Ex
10. TSW write on a piece of paper 3 facts they learned about perimeter, area, or volume today, 2
things they want to know more about, and 1 question they still have.
11. Word sort – Students will match the measurement with the formula, appropriate label, unit of
measure, and corresponding scenario. TTW check for understanding through observation. H, Ex,
R, Ev
12. Assign and discuss GRASP performance task. Ex
13. Weekly feedback: Students will self-assess by answering 5 questions about what they liked,
didn’t like, strategy that worked, strategy that didn’t work, and anything they are still unsure about
in relation to perimeter, area, and volume. R, Ev
14. Flash Card Game: After a scenario is read out loud, students will have 5 seconds to generate their
answer in their head before they must raise the appropriate card (perimeter, area, or volume) in the
air. H, Ev
15. Quiz - Students will take a multiple-choice quiz on what the perimeter, area, and volume are, what

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

Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______
formula to use for solving for them, and when to use which formula. Ev
16. TSW solve 2 real-world scenario prompts individually. Class discussion of strategies and answers
to follow. Ev, R
17. Group practice: As a class we practice area and volume on the Smartboard at
http://interactivesites.weebly.com/areaperimeter.html (Interactive Sites for Education, nd) and we
practice volume at http://www.xpmath.com/forums/arcade.php?do=play&gameid=118. (XPMath,
2000) Ex, R, Ev (Differentiated by level of difficulty on the games).
18. TSW work in groups to write a real- life word problem involving perimeter, area, and volume, and
then exchange created word problems with other groups to be solved. Then we will share and
discuss as a class. Ex, R, Ev
19. Students will work in pairs to find three plane figures and three 3D objects in our classroom
environment. For each item they must draw its shape, write what it is, and label its dimensions,
and solve for perimeter, area, or volume. Ex, Ev (Differentiated by lower level learners finding 2
of each object and solving, and higher level learners writing a real-world scenario for 1 of each of
a plane figure and 3D object).
20. TSW work on GRASP performance task. Ev

References

Interactive Sites for Education. (nd). Area and Perimeter. PhET Interactive Simulators: University of Colorado

Sir Cumference Classroom Activities Workbook. (2015). Watertown, MA: Charlesbridge Publishing.

Virginia Department of Education (2019). Standards of Learning: Math Grade 5. Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml

XPMath. (2000). Minecraft volume: Rectangular prism [Computer Software]. vBulletin Solutions, Inc.

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

Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______

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. Pre-assessment by
students answering 3
questions on chart paper.
2. Introduce standards
goals, essential questions,
and GRASP performance
task.
3. TTW introduce students
to what perimeter, area, and
volume are and relate them
to real world uses.
4. Students to demonstrate
perimeter and area on the
4-square court, and
measure to solve for each.
5. Mini lesson introducing
formulas for perimeter and
area.
6. TSW complete
worksheet to review solving
for perimeter and area, then
peer review. Class
discussion of strategies to
solve to follow.
7. Flash card game:
Students will identify only
perimeter and area for
correct scenario
8. Manipulatives: TSW use
their knowledge of
perimeter and area to try to
solve for volume.
9. Mini lesson: Review
what volume is and
introduce formula used to
solve.
10. 3-2-1 review: 3 things I
learned, 2 things I am
curious about, 1 thing I still
have a question about.
11. Word Sort: students
will match the appropriate
label, unit of measure,
formula, and corresponding
scenario.
12. Assign and discuss
GRASP performance task.
13. Weekly feedback
questions.

14. Flash Card Game:
Students identify perimeter,
area, volume for correct
scenario.
15. Quiz: multiple choice
16. Students will solve 2
real-world scenario prompts
with class discussion about
solution and strategies to
follow.
17. Group practice of
perimeter, area, and volume
on the Smartboard.
18. Groups will create their
own real-world problems to
be shared with other groups
and solved. Class
discussion follows.
19. Students to work in
pairs to find objects around
the room to draw and label,
then measure and solve for
perimeter, area, volume.
20. TSW work on and
complete GRASP
performance task.

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

 Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______

Student Name:________________________

Math GRASPS Rubric

Assignment: Students must determine how much carpet and its cost for two rooms of a homeowner’s house. They must also determine the number of
trips it will take to transport the amount of carpet in their company van. They will then have to write a bill to the homeowner using their calculations and
associated costs.

Criterion Outstanding! Good Work! Could Do Better Need to Improve

Score
(4) (3) (2) (1)
 Correct formula and  Correct formula and
calculations are used to calculations are used to  Correct formula and
 Correct formula and
solve for area of all rooms. solve for area of some calculations used to
calculations are used to
 Correct formula is used to rooms. solve for area of few
solve for area of most.
solve for volume for  Incorrect formula or or no rooms.
 Correct formula and
transport of carpet and calculations for volume  Correct formula and
calculations are used to
calculations are correct. displayed. calculation not used to
Topic/Conten solve for the volume for
 Correct understanding  Correctly computes cost of solve for volume.
t transport of carpet.
computing cost of carpet of some rooms and carpet  Correctly computes
 Correctly computes cost
all rooms and transport of transport. cost of few or no
of carpet in most rooms
carpet.  Some units of rooms and transport
and transport of carpet.
 Correct unit of measure measurement used. of carpet.
 Most units of
used in all recorded  Few or no units of
measurement recorded.
measurements. measurement used.

Organization  All of bill is written legibly.  Most of bill is written  Some of bill is written  Little or none of bill is
& Neatness  Bill is organized in a legibly. legibly. written legibly.
logical, orderly manner.  Bill is mostly organized  Bill has some areas  Bill has few or no
 All calculations are in a logical, orderly organized in a logical, areas organized in a
recorded in the appropriate manner. orderly manner. logical, orderly
place within the body of the  Most calculations are  Some calculations are manner.
bill. recorded in the recorded in the appropriate  Few or no

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

 Design: Perimeter, Area, and Volume Subject:_Math Grade: 5th Designer: Kimberly Peltonen_______
appropriate place in place in body of the bill. calculations recorded
body of the bill. in body of bill.
 Some calculations for each  Few or no
 Most calculations for of the room’s dimensions calculations for each
 All the calculations for
each of the room’s are recorded and accurate. of the room’s
each of the room’s
dimensions are recorded  Some calculations for dimensions are
dimensions are recorded
and accurate. volume are recorded and recorded and accurate.
and accurate.
 Most calculations for accurate.  Few or no
 All calculations for volume
volume are recorded and  Some cost calculations are calculations for
to transport carpet are
Required accurate. recorded and accurate. volume are recorded
recorded and correct.
elements  Most cost calculations  Total cost not recorded or and accurate.
 All cost calculations are
are recorded and not accurate.  Few or no cost
recorded and accurate.
accurate.  Some necessary symbols calculations are
 Total cost is recorded and
 Total cost recorded used with appropriate accurate.
accurate.
and/or accurate. values.  Total cost not
 All necessary symbols used
 Most necessary symbols recorded.
with associated values.
used with appro. values.  Few or no symbols
used.
TOTAL

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