Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli

Understanding by Design

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli

STAGE 1 – DESIRED RESULTS

Unit Title: Measurement and Geometry

Established Goals:
Mathematics 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:

• Perimeter, area, and volume of a given space are
important to know because they provide measurements for
structures and/or liquids.
• Perimeter has a unit measure that is linear because it is the
2-dimensional distance around an object; area has a unit
measure that is squared because it is the total surface area
around an object; and volume is cubic because it is the
capacity within the object.
• Equivalent measurements within the metric and U.S.
Customary systems.
• How do you know when to use perimeter, area, or volume
given a practical problem?
• Why would someone need to know the perimeter, area, or
volume of a given space?
• How can you use manipulatives to discover a formula for
the perimeter, area, or volume of a given shape or object?
• How would you find the perimeter, area, or volume of an
object when you do not have all planes or lines labeled
with a measurement?
• Why do the three applications (perimeter, area, and
volume) all have different units of measure?

Students will know: Students will be able to:

• Standard units (metric or U.S. Customary units; e.g.,
32 square inches) for the three applications include linear
(perimeter), square (area), or cubic (volume).
• The diagonal of a rectangle divides the rectangle in half
creating two right triangles.
• Two congruent right triangles can always be arranged to
form a square or rectangle.
• The perimeter is the distance around an object and is a
length of measure. The area is the number of square units
needed to cover a surface. The volume is the measure of
capacity that is measured in cubic units.
• Perimeter, area, and volume require a label with the
appropriate unit of linear, square, or cubic measure.
• Manipulatives can be used to discover formulas for the
area of a square, rectangle, and right triangle; and volume
of a rectangular solid.
• Area of a rectangle: Length x Width
• Area of a square: Side x Side
• Area of a right triangle: ½ Base x Height
• Volume of a rectangular solid: Length x Width x
Height
• Solve practical problems involving perimeter, area, and
volume in standard units of measure.
• Describe situations where perimeter, area, and volume are
appropriate measures to use, and justify orally or in
writing.
• Identify the appropriate application for a given situation:
perimeter, area, or volume.
• Estimate and determine the perimeter, area, and volume
or various shapes and objects: square, rectangle, triangle,
rectangular prism, cube, etc.
• Use manipulatives to discover formulas for the area of a
right triangle and volume of a rectangular solid.
• Record solutions with the appropriate unit of measure.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

• GRASPS – Students have to create a model (with
accurate proportions; i.e. 1in = 5 ft) of a sandbox
using popsicle sticks to hold a specific amount of
sand. They will be given a set amount of wood to
cover the perimeter and bottom of the sandbox
Then need to find the volume in order to determine
how much sand the teacher must get for the actual
sandbox.
• Walk It Out – Students will walk around the
outside of their school and measure how many of
their (shoe size) feet it takes to wrap around the
building once to gain an understanding of
perimeter. Then students will be instructed to walk
from one wall to the opposing wall in the
classroom and do the same thing for the wall
perpendicular. Then they will have to go back to
their seats and find the perimeter of the room
without walking around the room like they did
outside of the building.
• Skill Check – Seesaw app (students will take
pictures/videos and explain how they solved a
given problem)
https://web.seesaw.me
• Learning Activity – Frayer Models for each
application (Rutherford, 2015, p. 18)
• Knowledge Check – Kahoot
(https://kahoot.com) regarding definitions and
formulas that they would apply to given situations
• Knowledge check – TTW put a problem on the
board and students will answer the question on
their white boards and hold up their answers using
the Numbered Heads Together strategy
(Rutherford, 2015, p. 103)
• Brief Assessment – Measurement and Geometry
Test

• Build a Fence – Students are presented with the

task of creating a blueprint and letter for their
neighborhood farmer who needs a new fence build
to protect his crops. Students will use their
knowledge of perimeter and area to come up with
a solution.

Student Self-Assessment and Reflection

• Exit tickets about their understanding of perimeter and area this far into the unit – make a personal connection
with the content (They will record on a slip of paper 3 things they learned, 2 questions they may have, and 1 thing
they will share with their family or friend) (Rutherford, 2015, p. 115)

• Signal Cards checks (“STOP, I’m Totally Lost”, “Slow Down, I’m a Little Confused”, “Full Steam Ahead”)
(Rutherford, 2015, p. 154)

• Reflect on the essential question they were given at the beginning of the unit in their interactive notebooks
(Rutherford, 2015, p. 228).

• Reflect and peer review each other’s GRASPS Performance Task

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli

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. TTW will open the unit by telling the students they have 10 minutes to try and figure out how many hard pencil cases
would (1) fit on the floor lining the walls of the room, (2) cover the floor, or (3) fill up the room. The students will be
divided into groups to work together to tackle the problem and then come back together after 10 minutes to share with
the class their thinking **hook
2. TTW use the “Anticipation Guide” strategy to pre-assess students’ knowledge of perimeter, area, and volume
(Rutherford, 2015, p. 110) **pre-assessment
3. TTW introduce the standards and goals by creating a slide to include in the morning meetings as a daily reminder of
what the goal is. **introduce standards and goals
4. TTW introduce the big ideas and essential question with the students and have them write them down in their
interactive notebooks (Rutherford, 2015, p. 228) – have them answer the essential questions with the knowledge they
already have **introduce big ideas and essential questions
5. Throughout the unit, TTW use the Signal Card strategy to check for understanding (Rutherford, 2015, p. 154).
6. TTW introduce the final project: GRASPS Performance Task (see Performance Tasks) **introduce the final project
7. For the content and skills regarding perimeter TTW provide the definition and examples of perimeter and TSW
record the notes in their interactive notebooks (Rutherford, 2015, p. 228). TTW also introduce equivalent metric and
U.S. Customary measurements. **skills/content
8. TTW use the Think Aloud strategy to work through problems on the board (speaking out loud and not directly
interacting with students) that demonstrates a correct and incorrect usage of perimeter and have the students discuss
the thought process and strategies behind each problem (Rutherford, 2015, p. 64). **instructional strategy
9. TSW complete the Walk It Out performance task (see performance tasks). For struggling students, TTW walk with
them and talk through the process and answer any questions they have. For advanced learners, TSW be instructed to
then find the difference between the perimeter of the school and the classroom. **learning activity
10. TSW use the Seesaw app to complete their homework to find the perimeter of a room in their house
(https://web.seesaw.me). TTW also be observing if students are understanding the equivalent metric and U.S.
Customary measurements. **assessment
11. For the content and skills regarding area TTW provide the definition and examples of area and TSW record the notes
in their interactive notebooks (Rutherford, 2015, p. 228). **skill/content
12. TTW use a shoe box and ask the students how they think they would be able to find out how much paper they would
need to completely cover the bottom of the shoebox. TTW then demonstrate with a piece of yarn that the perimeter is
the distance around the bottom of the shoebox to highlight the prior lesson and then demonstrate how to find how
much paper is needed to cover the bottom is found through finding the area. TTW discuss how the area is found by
using length times width. **instructional strategy
13. TSW get in groups and find the area of the classroom floor by only using one ruler. For struggling learners, provide
the formula for area on the board. For advanced learners, have them record the perimeter as well and/or have them
use their shoe as a unit of measurement. **learning activity
14. TSW demonstrate various ways to build a fence around a certain area of crops (see performance tasks). TSW
complete an exit ticket (see self-assessment) (Rutherford, 2015, p. 115). **assessment
15. For the content and skills regarding volume TTW provide the definition and examples of volume and TSW record the
notes in their interactive notebooks (Rutherford, 2015, p. 228). **skill/content
16. TTW use a plastic shoe box and pour water in it until it is full and allow students to make observations and comments
on the demonstration and then explain how the volume is the capacity an object has to hold something else and find
the volume of the shoe box. **instructional strategy
17. TSW complete a Frayer Model for area (Rutherford, 2015, p. 18). For struggling learners, the teacher can provide a
definition with fill in the blanks and/or provide one example in each section of the Frayer Model and have them add
to it. For advanced learners, can attempt to create their own word problem that represents correct application of
area. **learning activity
18. TSW complete a Kahoot (https://kahoot.com) that assesses their knowledge of definitions and proper applications of
perimeter, area, and volume and proper units (see Stage 2 Other Evidence). **assessment
19. TTW also use a knowledge check by writing problems on the board and students work in groups using the Numbered
Heads Together strategy and write their answers on their whiteboards (Rutherford, 2015, p. 103) (see Stage 2 Other
Evidence). **assessment

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli
20. TTW assign the final project: GRASPS Performance Task and will go over the rubric with students (see Performance
Tasks)
21. TTW give the students a summative test that analyzes their understanding of the entire unit (see Stage 2 Other
Evidence) **summative assessment
22. TSW present their models from the GRASPS Performance Task to the class and conduct peer reviews (see
self-assessment).

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Measurement and Geometry
Monday
1. TTW will open the unit by
telling the students they have
10 minutes to try and figure
out how many hard pencil
cases would (1) fit on the
floor lining the walls of the
room, (2) cover the floor, or
(3) fill up the room. The
students will be divided into
groups to work together to
tackle the problem and then
come back together after 10
minutes to share with the
class their thinking
2. TTW use the
“Anticipation Guide”
strategy to pre-assess
students’ knowledge of
perimeter, area, and volume
(Rutherford, 2015, p. 110)
3. TTW introduce the
standards and goals by
creating a slide to include in
the morning meetings as a
daily reminder of what the
goal is.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Tuesday
4. TTW introduce the big
ideas and essential question
with the students and have
them write them down in their
interactive notebooks
(Rutherford, 2015, p. 228) –
have them answer the
essential questions with the
knowledge they already have
5. Signal Card strategy to
check for understanding
(Rutherford, 2015, p. 154).
6. TTW introduce the final
project: GRASPS
Performance Task (see
Performance Tasks)
7. For the content and skills
regarding perimeter TTW
provide the definition and
examples of perimeter and
TSW record the notes in their
interactive notebooks
(Rutherford, 2015, p. 228).
TTW also introduce
equivalent metric and U.S.
Customary measurements.
Subject: Mathematics
Wednesday
8. TTW use the Think Aloud
strategy to work through
problems on the board
(speaking out loud and not
directly interacting with
students) that demonstrates a
correct and incorrect usage of
perimeter and have the
students discuss the thought
process and strategies behind
each problem (Rutherford,
2015, p. 64).
9. TSW complete the Walk It
Out performance task (see
performance tasks).
10. TSW use the Seesaw app to
complete their homework to
find the perimeter of a room in
their house TTW also be
observing if students are
understanding the equivalent
metric and U.S. Customary
measurements.
Grade: 5th Designer: Faith Ferrulli
Thursday
4. TTW introduce the big ideas
and essential question with the
students and have them write
them down in their interactive
notebooks (Rutherford, 2015,
p. 228) – have them answer the
essential questions with the
knowledge they already have
11. For the content and skills
regarding area TTW provide
the definition and examples of
area and TSW record the notes
in their interactive notebooks
(Rutherford, 2015, p. 228).
12. TTW use a shoe box and
discuss how the area is found
by using length times width.
Friday
5. Signal Card strategy to
check for understanding
(Rutherford, 2015, p. 154).
13. TSW get in groups and
find the area of the classroom
floor by only using one ruler.
14. TSW demonstrate various
ways to build a fence around a
certain area of crops (see
performance tasks). TSW
complete an exit ticket (see
self-assessment) (Rutherford,
2015, p. 115).
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 Design Topic: Measurement and Geometry
5. Signal Card strategy to
check for understanding
(Rutherford, 2015, p. 154).
14. TSW demonstrate
various ways to build a fence
around a certain area of crops
(see performance tasks).
TSW complete an exit ticket
(see self-assessment)
(Rutherford, 2015, p. 115).
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
4. TTW introduce the big
ideas and essential question
with the students and have
them write them down in their
interactive notebooks
(Rutherford, 2015, p. 228) –
have them answer the
essential questions with the
knowledge they already have
15. For the content and skills
regarding volume TTW
provide the definition and
examples of volume and
TSW record the notes in their
interactive notebooks
(Rutherford, 2015, p. 228).
16. TTW use a plastic shoe
box and pour water in it until
it is full and allow students to
make observations and
comments on the
demonstration and then
explain how the volume is the
capacity an object has to hold
something else and find the
volume of the shoe box.
Subject: Mathematics
17. TSW complete a Frayer
Model for area (Rutherford,
2015, p. 18).
18. TSW complete a Kahoot
that assesses their knowledge
of definitions and proper
applications of perimeter, area,
and volume and proper units
(see Stage 2 Other Evidence).
20. TTW assign the final
project: GRASPS Performance
Task and will go over the
rubric with students (see
Performance Tasks)
Grade: 5th Designer: Faith Ferrulli
5. Signal Card strategy to
check for understanding
(Rutherford, 2015, p. 154).
19. TTW also use a knowledge
check by writing problems on
the board and students work in
groups using the Numbered
Heads Together strategy and
write their answers on their
whiteboards (Rutherford,
2015, p. 103) (see Stage 2
Other Evidence).
21. TTW give the students a
summative test that analyzes
their understanding of the
entire unit (see Stage 2 Other
Evidence)
22. TSW present their models
from the GRASPS
Performance Task to the class
and conduct peer reviews (see
self-assessment).
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 Design Topic: Measurement and Geometry Subject: Mathematics Grade: 5th Designer: Faith Ferrulli
Reference

Rutherford, P. (2015). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK.

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