Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,

Rachel, Heidi, Victoria

Unit Cover Page

Unit Title: Let’s get measuring! Grade Levels: 5th Grade

Topic/Subject Areas: Math

Key Words: Area, Perimeter, Volume, Units, Height, Width, Length
Designed By: Jasmine, Rachel, Heidi, Victoria
Time Frame: 2 weeks

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

Brief Summary of Unit (including curricular context and unit goals):

This unit focuses on the concepts of perimeter, area, and volume. Students will learn what
makes each unit of measure unique, what the formulas are for each unit of measure, and how
to apply the formulas to a specific problem. Students will understand that the units of measure
are used for specific types of measurement and cannot be used interchangeably. By the end of
this unit students will be able to accurately apply the units of measure when measuring plane
figures. For their final performance task the students will create a model building made with
anything they chose, they will be tasked with making it have a specific perimeter and area
measurement, and the students will measure the volume of their model building.

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

Suggested accommodations Suggested extensions

x x
Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
STAGE 1 – DESIRED RESULTS

Unit Title: Let’s get measuring!

Established Goals:
(VA SOL Fifth Grade Math 5.8)
The student will…
a) solve practical problems that involve perimeter, area, and volume in standard units of measure
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:

A.)
● A plane figure and a solid figure have
unique characteristics which determine the
method of measurement to be used
● there are different formulas for measuring
perimeter, area, and volume
B.)
● perimeter and area are used in the
measurement of plane figures, while
volume is used for the measurement of
solid figures
A.)
● Who uses the units of measure, and why
do they use them?
● How can the units of measure be used in
everyday life?
● How can the units of measure be used in a
professional setting?
● Why is measuring shapes important in life?
B.)
● What makes different types of shapes
unique?
● When measuring objects, what happens
when the incorrect way of measuring it is
used?

Students will know: Students will be able to:

● Plane figures are two-dimensional shapes
and solid figures are three-dimensional
shapes
● That the concept of perimeter and the area
are unique measurements used to measure
● Use the units of measurement for different
purposes.
● Determine the characteristics of a plane
figure and a solid figure
● Apply the different formulas for perimeter,
Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
plane figures area, and volume to the correct shapes
● Perimeter is the measurement of the ● Accurately identify when to use perimeter,
distance around a plane figure. area, and volume
● Area is the measure of the space inside the ● Solve practical problems that ask for
plane figure perimeter, area, and volume
● Volume is a measurement used for solid
figures
● Volume is the measurement of the
enclosed space occupied in a three-
dimensional shape
● The different formulas for perimeter, area,
and volume
- The perimeter formula for a
rectangle states that P = (L + W) ×
2
- Perimeter of a triangle = side +
base+ side
- Perimeter of a square= 4 x side
- Area of a rectangle = Length x
width
- Area of a square = number of sides
squared
- Volume = Length x width x height
● That formulas for perimeter, area, and
volume cannot be used interchangeably
○ Each formula for the given
concepts is designed specifically to
find that measure
○ For example the formula used for
perimeter cannot be used to find the
measure of area, the answer yielded
will not be accurate
Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

● GRASP activity: Students will act as ● Students will make a Venn diagram
architects and build a model of a comparing and contrasting perimeter
store which will be built into a store and area
complex if the judges accept it
● Students will complete a homework
● Students will break into groups and assignment where they will solve the
play a game called Capture the Area. area, volume, and perimeter of
Each group is given a sheet of graph several given shapes
paper and a pair of dice. One dice
represents the length, and the other ● Students will be paired with two
represents the width. Students will other students to discuss the
take turns rolling the dice and draw essential question: Why is
in the squares of what they rolled. measuring shapes important in life?
Whoever takes up the most space on
the paper wins. ● Students will take a multiple choice
quiz testing their ability to solve for
● Students will break into small groups perimeter, area, and volume
and use blue painter's tape to create
large composite shapes on the floor
(preferably tile floor). Students will
work together to measure the
distance between each point.
Students will write down the shape
and the measurements in their math
journals. Students will turn in math
journals for the teacher to grade and
analyze where students are.

● The student will be given several

sheets of paper with outlines of
different composite figures drawn on
it. The student will measure the
volume of each shape and show their
work. Then students will cut out the
shapes and create 3D models of each.
The students will turn in their 3D
models for grading. The teacher will
be looking for accurate volume
answers and correct construction of
the shape.
Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
Student Self-Assessment and Reflection

There will be 4 boxes set up in the classroom that are labeled with different levels of
confidence. As an exit ticket, students will write down a specific topic or area of the lesson
and put it in the dropbox.

Students will pair up with the person next to them and ask their partner 2 questions they
have. The questions should not be about the material but reflection questions about how
comfortable they are with the topic. This activity should take no more than 15 minutes.

Students will create a concept map of what they remembered from the lesson, students
should not use any notes or resources during this activity. They will be given about 10
minutes to do this activity and turn in for the teacher to analyze.

STAGE 3 – LEARNING PLAN

Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
Summary of Learning Activities:
1. Pre-Assessment: TW assesses students' prior knowledge before introducing the content using the
"Graffiti" activity. The students will be divided into groups and walk around the classroom, solving the
problems on the charts. Once the students have gone through all the charts, TW look over and analyze to
see how much the students know about the topic. This activity will not be for a grade. INSTRUCTIONAL
STRATEGY
2. Hook: On the smart board, TW put three math problems (perimeter, area, and volume). These problems
are already solved; however, the student's primary goal is to figure out which units of measure are used in
the problems.
3. Introduction of Unit: The TW introduce the unit by going over the SOLs, the big ideas, understandings,
and the essential questions the SW be able to answer by the end of the unit.
4. Content: The TW explain how a plane and solid figure have unique characteristics that determine units
of measurement. The TW also talk about how perimeter, area, and volume are concepts used in
measuring different aspects of a plane or solid figure.
5. Introduction of G.R.A.S.P.S. Performance Task: The TW introduces the G.R.A.S.P.S. activity to the
class and explains the main goals of the assignments as well as the standards and rubric to set the
students up for success.
6. Content: The TW go over perimeter, area, and volume and the different formulas for measuring them.
The TW go over formulas for all perimeter, area, and volume. TW include visuals along with direct
instructional lecture. DIFFERENTIATED LESSONS
7. Performance Task: The TW will pair up the students. The TW explain that the students will be creating
a Venn Diagram comparing and contrasting perimeter and area in their partner groups. COOPERATIVE
LEARNING
8. Content: After teaching the different formulas, the TW give the students different situational problems
where they have to find the volume, area, or perimeter. The class will work together to solve the problems
using the formulas they just learned.
9. Student-self assessment: Students will pair up with the person next to them and ask their partner 2
questions they have. The questions should not be about the material but reflection questions about how
comfortable they are with the topic. Students will discuss with one another their questions and
collaboratively work together to find an answer, afterward TW engage in a class discussion to touch on any
student confusions.
10. Peer Review G.R.A.S.P.S.: The students will come to class with their G.R.A.S.P.S. completed. As a
peer review strategy, the teacher will have them pair up and take turns sharing their findings, and the other
student will share what they loved about the project, what they are confused about, and lastly, share if the
student needs to add anything. Then they will switch. For the instructional strategy students will be given a
note-taking paper that they will be required to take notes while hearing other classmates share.
INSTRUCTIONAL STRATEGY/COOPERATIVE LEARNING
11. Performance Task: Students will break into small groups and use blue painter's tape to create large
composite shapes on the floor (preferably tile floor). Students will work together to measure the distance
between each point. Students will write down the shape and the measurements in their math journals.
12. Content: The TW explain to the students that the measurement for perimeter, area, and volume are
used for different purposes in regards to changes and cannot be interchangeably.
13. Assessment: The TW gives students a worksheet that contains five math problems. After the students
complete the worksheet, the TW form groups of 3, and the students will see if they got the same answers
or not. They will have to have the same answer. This activity is called Consensus Testing. Cooperative
learning happens when the students get into groups and work together. COOPERATIVE LEARNING
14. Content: The TW clarify that perimeter and area are used in measurements of plane figures, and
volume is used for measuring solid figures. The TW put an emphasis on the differences.
15. Performance task: Students will analyze the rubric for the unit and rewrite each standard
along with the specific content they have been learning, in their own words. The students will
keep the new rubric they created in their math journals.
16. Quiz: The TW give the students a 10 questions quiz covering the material that was taught in the class.
17. Content: The TW wrap up by explaining how perimeter, area, and volume are used in everyday life.
The TW give the students real life examples on when you’d have to find the perimeter, area, or volume.
18. G.R.A.S.P.S. Presentation: The students will have the opportunity to present their models to the class
Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
and discuss the units of measurement they calculated when creating their projects. At the end of the
presentations, their classmates will have the opportunity to ask the presenter questions.
19. Homework: The TW will give the students a math packet. The first page is all about perimeter, the
second page is all about volume, and the third page is all about the area. And the last page is all of the
content put together. Throughout time the students have worked through the packet. However, for
homework, the students will complete the last page and bring it to class, and the TW will go over it during
the review portion. For struggling students a math packet with different questions for students who are
struggling will be provided, based on their level of learning. DIFFERENTIATED LESSONS
20. Review: The TW goes over the lesson's main points and the homework with the students in class, and
if the students have any questions, the teacher will answer them. After that, the TW introduces an activity
called "Jigsaw" the students will be broken into three main groups: perimeter, area, and volume. The SW
learn their topics and share them with their other group. For this instructional strategy, the students are
performing the “Jigsaw” activity. INSTRUCTIONAL STRATEGY
21. Unit Test: The students will take a unit test over all the materials that was covered in the class.,
22. Unit Discussion: The class will have time for them to discuss the materials and will give them a
chance to reflect on the lesson and the main ideas. The TW also go over how these units of
measurements are used in everyday life.

Monday Tuesday Wednesday Thursday Friday

1. (1) Pre-Assessment 2. (4) Content 3. (6) Content 4. (8) Content 5. (10) Performance
(2) Hook (5) Intro of (7) Quiz (9) Peer Review of Task
(3) Intro of Unit G.R.A.S.P.S G.R.A.S.P.S (11) Content
Performance Task
 Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
6. (12) Assessment 7. (14) Quiz 8. (16) G.R.A.S.P.S 9. (17) Homework 10. (19) Unit Test
(13) Content (15) Content Presentation (19) Review (20) Unit Discussion

Rubric for GRASP activity:

Mastery Proficient Basic Standard not met

4 3 2 1

Accuracy Model is accurately Model is accurate to Model is inaccurate Model is not created to
created to scale with the some degree and the in scale and scale, and does not
correct proportions that proportions are off proportions are off contain correct
could be used in a real by at the most, 3 by at the most, 5 proportions that could
 Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria
world situation. inches. inches. be used in a real world
situation.

Creativity Model is visually Model demonstrates Model is not Model is not visually
appealing. It is some creativity in visually appealing appealing or
structurally stable, and building. Model and showed no use structurally stable.
can stand on its own. stands on its own of creativity. Model Student did not use
Student used materials with some support. is struggling to appropriate materials
that were practical and Student used stand on its own. and the depiction of
depecticed the real practical materials Materials used were real buildings is not
building in a manner but the depiction of questionable and clear.
that makes sense. real buildings isn’t the depiction of real
super clear. buildings is not
clear.

Application Student made three Student made two Student made one The student made no
clear connections clear connections loose connection connections between
between the project and between the project between project and the project and the
material covered in and material covered material covered. concepts of area,
class. Concept of area in class. Concepts of Concepts of area perimeter, and volume.
and perimeter were area and perimeter and perimeter were The area and perimeter
correctly applied by were somewhat somewhat applied measurements of the
having the model meet applied by their by their model students model were
the given area and model being at most being at most 5 completely off and
perimeter measure. The 3 inches off in regard inches off in regard they did not include
students accurately to area and perimeter to area and volume measurement.
found the volume of measures given. perimeter measures
their model. given.

Explanation Student used correct Student made fewer Student made 3-4 Student did not use
grammar and language than 2 grammar grammar errors and correct grammar, and
that made sense in their errors and used used language that their explanation does
explanation. They language that made made their not make sense. They
included how their sense. They included explanation hard to did not include how
model was the most how their model was understand. Their their model was the
accurate to the real the most accurate to persuasive most accurate to the
world building and the real world techniques did not real world building and
used good persuasive building and used help in their they used no
techniques. decent persuasive argument persuasive techniques.
techniques. whatsoever.
Design Topic: Units of Measurements Subject(s): Math Grade(s): 5th Designer(s): Jasmine,
Rachel, Heidi, Victoria