Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman

Understanding by Design

Unit Cover Page

Unit Title: Geometry Grade Levels: 5th

Topic/Subject Areas: Units of Measurement

Key Words: Volume, Area, Perimeter, Angle, Prism

Designed By: Amber Plowman Time Frame: Two Weeks

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

This unit focuses on standard units of measure that involves area, volume,
and perimeter. Students will learn that units of measure can be used
outside of school. Students will also learn the various types of geometric
shapes that can be measured by the formulas for area, volume, and
perimeter. Students will know how to apply data properly to a formula.
By the end of the unit, students will be able to create and apply these
formulas to real world scenarios.

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

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
Unit Title: Measurement and Geometry

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 (VA SOL Math 5.8)
Understandings: Students will Essential Questions:
understand that…  When should the formula for area,
 Units of measure can be used volume, and perimeter be used?
outside of school.  Who would use these formulas?
 People and professions use units of  Why would they use these
measure to invent and improve formulas?
society.  What is the purpose of using
 There are different formulas for standard units of measure?
area, volume, and perimeter.
Students will know: Students will be able to:
 The various definitions of area,  Read and interpret the various units
volume, and perimeter. of measure.
 The formulas for area, volume, and  Use the data to identify the
perimeter. appropriate application for the
 The various types of geometric solution.
shapes that can be measured by the  Differentiate between various
formulas for area, volume, and shapes and their formulas.
perimeter.  Organize the data to properly apply
 When to apply the formulas for to the formula.
area, volume, and perimeter.  Make decisions based on given data
 The correlation between the to predict the area, perimeter, or
dissection of the formula to the volume.
dissection of the shape.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
G.R.A.S.P.S: Students will be provided Skill Check: Students will solve various
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
with the following prompt to create a equations and story problems that
garden: You have been asked to design the determine the area, perimeter, and volume
school community garden. Make sure to for various shapes.
create four squared sections for four
different types of vegetables. The PTA Quiz: Students will complete a 5-question
requests you calculate the perimeter of the multiple choice quiz at the end of each
garden, the area of the squared sections, section of the Unit to demonstrate they
and the volume for how much soil will be comprehend the material. The material
needed, so they can approve the garden for will include shapes that need their
the budget. perimeter, area, or volume to be solved.
Students will be asked what formula
Word Problems: Students will create a would best suit a real-world situation.
real-world scenario word problem for their
peers to solve. The student must solve the Prompt: students will be asked to research
problem first and give it to the teacher to a profession that requires using the various
proof read. The teacher will create a formulas. Why does the profession use the
practice quiz with all of the questions. formulas? Why is this profession
important for today’s society?
Special Guest: Students will be given the
opportunity to speak with someone from a
profession that uses units of measure day
to day. If permitted, the students will be
allowed to view tools and concepts used
by that profession to measure.
1. Student Self-Assessment and Reflection
Self -Assess the G.R.A.S.P.S and peer review.
2. Self-Assess and reflect on the prompt. Share answers with the class and give
opinions on others’ thoughts and opinions.
3. Self-Assess and reflect on the word problems created by the students.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

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

Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
1. The teacher will give the students random objects and tell them to build a house.
Afterwards, teacher will explain the importance of measurement (hook).
2. Students will complete a journal entry answering the essential questions from Stage
1 (Rutherford, 2015, p. 14). The teacher will have the students share their entries
with the class.
3. Teacher will explain the standards and goals for the next two weeks and write them
on the board.
4. Students will watch a video https://www.youtube.com/watch?v=xxyY3_mOUZE.
The teacher will ask the students what caught their interest in the video.
5. The teacher will introduce the G.R.A.S.P.S project to the class and tell the class by
the end of the two weeks, they will have the knowledge to complete the project.
6. The teacher explains learning goal #1: The perimeter and area of a rectangle. The
teacher will then introduce the vocabulary and formulas for perimeter and area using
direct instruction.
7. The teacher will have students work on word problems and equations
independently. The teacher will then have the students play “Corners”, by
identifying the correct formulas and answers to geometry problems (Rutherford,
2015, p. 90). *The activity will differentiate by having visuals and options displayed on the
walls. Students will also be given a sheet with the various formulas.
8. Students will be asked to research a profession that requires using the various
formulas. *refer to Stage 2: Other Evidence prompt.
9. Students will create a real-world scenario word problem for their peers to
solve.*refer to Stage 2: Performance Task. Students will self-assess and reflect on the
word problems created by the students.
10.The teacher explains learning goal #2: The area of a right triangle. The teacher will
then introduce the vocabulary and formula for area of triangle using direct
instruction.
11. The teacher will have the students do a “Think-Pair-Share” involving equations and
word problems. (Rutherford, 2015, 112). Afterwards, The teacher will have students
work on word problems and equations independently. * The activity will differentiate by
having visuals and options displayed on the walls. Students will also be given a sheet with the
various formulas. Students will be able to pick the word problem or equation during the think-
pair-share.
12. Students will create a real-world scenario word problem for their peers to
solve.*refer to Stage 2: Performance Task. Students will self-assess and reflect on the
word problems created by the students.
13.Students will complete a 5- question multiple choice quiz and then do a KWL chart
with their classmates (Rutherford, 2015, p. 113).
14. The teacher explains learning goal #3: The volume of a rectangular solid prism.
The teacher will then introduce the vocabulary and formulas for a rectangular prism
using direct instruction.
15. The teacher will give students a few problems to work on individually. Afterwards,
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
the teacher will have the class play “Numbered Heads Together” (Rutherford, 2015,
p. 103). *The activity will differentiate by having visuals and options displayed on the walls.
Students will also be given a sheet with the various formulas.
16. The teacher will implement the activity “Checking for Understanding with Slates”
(Rutherford, 2012, p. 156).
17.Students will complete a 5- question multiple choice quiz and then do a KWL chart
with their classmates (Rutherford, 2015, p. 113).
18. The teacher will assign the final project G.R.A.S.P.S to the class.*refer to Stage 2
Performance Tasks.
19. Students will self -assess the G.R.A.S.P.S and peer review.
20. Special Guest: Students will be given the opportunity to speak with someone from a
profession that uses units of measure day to day.

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

 Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
Monday
1.
1.The teacher will give the
students random objects and tell
them to build a house.
Afterwards, teacher will explain
the importance of measurement
(hook).
2.Students will complete a
journal entry answering the
essential questions from Stage 1
(Rutherford, 2015, p. 14). The
teacher will have the students
share their entries with the
class.
3.Teacher will explain the
standards and goals for the next
two weeks and write them on
the board.
4.Students will watch a video
https://www.youtube.com/watc
h?v=xxyY3_mOUZE. The
teacher will ask the students
what caught their interest in the
video.
6.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 – Plan Learning Experiences and Instruction
Tuesday
2.
5.The teacher will introduce the
G.R.A.S.P.S project to the class
and tell the class by the end of
the two weeks, they will have
the knowledge to complete the
project.
6.The teacher explains learning
goal #1: The perimeter and area
of a rectangle. The teacher will
then introduce the vocabulary
and formulas for perimeter and
area using direct instruction.
7.The teacher will have students
work on word problems and
equations independently. The
teacher will then have the
students play “Corners”, by
identifying the correct formulas
and answers to geometry
problems (Rutherford, 2015, p.
90).
7.
Wednesday
3.
8.Students will be asked to
research a profession that
requires using the various
formulas. *refer to Stage
2: Other Evidence prompt.
9.Students will create a
real-world scenario word
problem for their peers to
solve.*refer to Stage 2:
Performance Task.
Students will self-assess
and reflect on the word
problems created by the
students.
8.
Thursday
4.
10.The teacher explains
learning goal #2: The area
of a right triangle. The
teacher will then introduce
the vocabulary and formula
for area of triangle using
direct instruction.
11. The teacher will have
the students do a “Think-
Pair-Share” involving
equations and word
problems. (Rutherford,
2015, 112). Afterwards,
The teacher will have
students work on word
problems and equations
independently.
9.
Friday
5.
12.Students will create a
real-world scenario word
problem for their peers to
solve.*refer to Stage 2:
Performance Task.
Students will self-assess
and reflect on the word
problems created by the
students.
13.Students will complete
a 5- question multiple
choice quiz and then do a
KWL chart with their
classmates (Rutherford,
2015, p. 113).
10.
 Design Topic Geometry Subject(s) Measurement Grade(s) 5th Designer(s) Amber Plowman
14.The teacher explains
learning goal #3: The volume of
a rectangular solid prism. The
teacher will then introduce the
vocabulary and formulas for a
rectangular prism using direct
instruction.
15.The teacher will give
students a few problems to
work on individually.
Afterwards, the teacher will
have the class play “Numbered
Heads Together” (Rutherford,
2012, p. 103).
16.The teacher will implement
the activity “Checking for
Understanding with Slates”
(Rutherford, 2012, p. 156).
17.Students will complete a 5-
question multiple choice quiz
and then do a KWL chart with
their classmates (Rutherford,
2012, p. 113).
18. The teacher will assign
the final project
G.R.A.S.P.S to the class.
19. Students will self 20. Special Guest:
-assess the G.R.A.S.P.S Students will be given the
and peer review. opportunity to speak with
someone from a
profession that uses units
of measure day to day.

References:

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

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