Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt

Understanding by Design

Unit Cover Page

Unit Title: __Geometry Grade Levels: _5_______________

Topic/Subject Areas: _Mathematics Geometry _____________

Key Words: __Perimeter, Area, Volume, Standard Unit of Measure ______________

Designed By: _Caden Arendt_________________ Time Frame: _Two Weeks _______

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

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

In this mathematics unit, students will learn about the definitions and formulas of perimeter, volume,
and area. They will learn how to use these concepts to answer practical problems in the standard unit of
measure. Multiple instructional strategies and assessments are used to stimulate learning. The lesson
closes with an engaging GRASP where students use their knowledge of perimeter, area, volume, and
the standard units of measure to build a water park in Disney Land.

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

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

Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt
STAGE 1 – DESIRED RESULTS

Unit Title:

Established Goals:

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:

- How can you apply the definitions and
- The multiple formulas for perimeter, area, and formulas of perimeter, area, and volume in
volume are applied at different times because practical life?
practical problems variables change (i.e. - Why should you understand the standard unit
object or drawing’s shape). of measure?
- Differentiating between the concepts of - How do you relate geometry to practical life
perimeter, area, and volume is important outside of school?
because it is essential to solving different
practical problems in various situations.
- Learning the standard unit of measure and
definitions and formulas of perimeter, area,
and volume is important because it they are
tools to solve real life problems and
communicate results in an organized and
universally understood fashion.

Students will know: Students will be able to:

- The definition of perimeter is the - Solve practical problems relating to

measurement of the border line around a perimeter.
shape. - Solve practical problems relating to area.
- The definition of area is the space a flat shape - Solve practical problems relating to volume.
or surface of an object takes up. - Identify the appropriate use of formulas for
- The definition of volume is the three- various practical problems.
dimensional space an object takes up. - Identify the standard unit of measure.
- The standard unit of measure is the universal
language used to express the measurement of
something. The US standard unit of measure
is expressed in inches, feet, pounds, etc.
- There are multiple formulas for perimeter,
area, and volume
- P=2(b+h)
- P=a+b+c
- P+2(l+w)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt
- P=4a
- P=a+b+c+d
- P=2a+2b
- A=l x w
- A=π r 2
- A=a2
- A=0.5bh
- V=a 3
- V=abc
- V=Bh
- V=1/3Bh
- V=4/3 π r 3
- V= π r 3h
- The perimeter of a circle is called the
circumference.
- C=2πr

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

Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

GRASP: Waterpark in Disney Land 5-Question Multiple Choice Quiz about definitions
Demonstrates understanding of Standard Unit of and formulas of area, perimeter, and volume.
Measure, formulas and definitions of perimeter, area,
and volume.
Differentiation Between Formulas Worksheet that
demonstrates skills of determining which formula to
Admission Slip listing three formulas they remember use to solve the area, perimeter, or volume of different
from the unit up to that point. An opportunity for shapes. A shape will be shown with the label
students to write any questions they may have. perimeter, area, or volume and a question will ask
students to write the formula that would be used to
solve. Scaffolding ideas include giving students a
Kinesthetic Assessment of students constructing three bank of the equations or supplying the equation and
dimensional figures then discussing the differences having them answer what label it solved.
between their constructions and two-dimensional
shapes.
Standard unit of Measure Kahoot! A Kahoot! that
quizzes students on identifying the standard and
metric system.

Student Self-Assessment and Reflection

Written essay on how students can use concepts of perimeter, area, and volume in practical life.

Exit ticket. Three formulas. Two questions from class. One favorite thing learned or discussed.

Green, Yellow, Red. Give students three cards of the three different colors. Check in throughout and at the end
of the lesson by asking them to hold up the card that represents their understanding of the content presented
throughout the lesson. This can be used for any lesson on Perimeter, Area, or Volume.
Red: stop, I need help
Yellow: can you clarify…
Green: I got it, let’s go!

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

Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt

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. As the hook to this lesson show real world examples of how perimeter, area, and volume are used in things related to their interests:
painting a football field with the correct dimensions, choreographing a dance sequence in relation to the area of the stage, etc.
2. As a pre-assessment, students complete a KWL Chart to demonstrate prior knowledge of the concepts of perimeter, area, volume,
and standard units of measure.
3. Introduce Standards and Goals of the unit
4. Introduce Essential Questions of the unit (Big Ideas)
5. Introduce Final Project and Discuss Grading Rubric
6. Discuss keywords and define main terms: perimeter, area, volume, formula, standard unit of measure, and differentiate.
7. Review pre-assessment when students go home.
8. Begin Major Component 1: Definitions and formulas of perimeter, area, and volume
9. Use Exclusion Brainstorming to pre-assess specific knowledge of perimeter, area, and volume.
10. Evaluate pre-assessment and identify areas of weakness to emphasize before delving into the lesson.
11. Teach definitions of formula, perimeter, area, and volume. Review addition, multiplication, and division skills.
12. Exit Ticket
13. Use the Perimeter PowerPoint to teach the equations used for finding the perimeter of parallelograms, triangles, circles and other
shapes. Indicate that the perimeter of a circle is called the circumference.
14. Use the Area PowerPoint to teach the equations used for finding the area of parallelograms, triangles, circles and other shapes.
15. Self-Assessment: Green, Yellow, Red
16. Use the Volume PowerPoint to teach the equations used for finding the volume of cylinders, prisms, pyramids, spheres, and other
three-dimensional objects.
17. 5-Question Multiple Choice Quiz about definitions and formulas of area, perimeter, and volume.
18. Admission Slip listing three formulas they remember from the unit up to that point. An opportunity for students to write any
questions they may have.
19. Begin Major Component 2: Practical Problems; Standard Unit of Measure
20. Assign Summative Assessment
21. Use Frame of Reference to pre-assess student’s knowledge of practical problems and the standard unit of measure.
22. Use Word Sorts to teach what practical problems are and the standard unit of measure.
23. Use Math Games to provide a brain break
24. Use I Have a Question, Who Has the Answer to teach formulas for perimeter, area, and volume to solve practical problems in
standard units of measure.
25. Use Math Formulas worksheet to assess ability to solve problems using perimeter, area, and volume in standard units of measure.
26. Standard Unit of Measure Kahoot!
27. Begin Major Component 3: discerning between formulas and concepts
28. Use Word Splash to review vocabulary in the unit to this point and to introduce the idea of differentiation.
29. Differentiation Between Formulas Worksheet
30. Assess students understanding based on the Differentiation Between Formulas worksheet.
31. Kinesthetic Assessment of students constructing three dimensional figures
32. Summative Assessment (GRASP) Day 1
33. Summative Assessment Day 2
34. Present Summative Assessments
35. Grade Summative Assessment designs and presentations

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

Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt

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. Hook 8. Begin major 13. Perimeter 18. Admission Slip 22. Word Sorts
2. KWL Chart component one PowerPoint 19. Begin Major 23. Math Games
3. Introduce Standards 9. Exclusion 14. Area PowerPoint Component Two Brainbreak
4. Essential Questions Brainstorming Pre- 15. Green, Yellow, Red 20. Assign Summative
5. Introduce Final assessment 16. Volume PowerPoint Assessment
Project 10. Evaluate pre- 17. Multiple Choice Quiz 21. Frame of Reference
6. Discuss Keywords assessment.
7. Review Pre- 11. Teach definitions and
assessment review concepts
12. Exit Ticket
24. I have a Question, 26. Standard Unit of 31. Kinesthetic 32. Summative 33. Summative
who has the Answer? Measure Kahoot! Assessment Assessment (Day 1) Assessment (Day 2)
25. Math Formulas 27. Begin Major Add Differentiation
Worksheet Component 3 Strategies for students
28. Word Splash who finish early and
29. Differentiation students who are
Between Formulas behind.
Worksheet 34. Present Summative
30. Assess Worksheet Assessments
Results 35. Grade Summative
Assessment designs and
presentations

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

Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt
Task Description:
Your task is to design a water park at Disney Land for the CEO of Disney. You will need to use what you know about perimeter, area, and
volume to assure everything fits. Be sure to include the dimension of each item you include in the park using the Standard Unit of Measure.
The area allotted for the park is 110 yards by 90 yards. In it, Mickey requests the following:

- A swimming pool with a volume of 20,800 cubic feet and is 3 feet deep.
- A diving swimming pool with a volume of 45,000 cubic feet and is 10 feet deep.
- A waterslide going into one of the pools with a square base taking up an area of 64 square feet.
- A slushie stand, ice cream truck, and popsicle hut (size of your choice).
- A wave pool (size of your choice).
- A circular lazy river that is 110 yards in circumference.
- A sand volleyball court with an area of 162 square yards.
- At least two additional items of your choice.
- Don’t forget about walkways!

Your task also includes choosing a suitable name for the new water park.

Excellent (8-10 Points) Competent (4-7 Points) Needs Work (0-3 Points)
Demonstrates perfect understanding of Demonstrates understanding of the Only demonstrates understanding of one
Knowledge/ definitions and formulas for all three definitions and formulas of two of the concept or does not demonstrate
Understanding
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design: Topic Geometry Subject(s): Math Grade(s): 5 Designer(s) Caden Arendt
concepts: Perimeter, Area, and Volume. three concepts. understanding of perimeter, area, or
volume.
Converts measurements of length to the Sometimes converts measurements of
same unit (yards, feet, inches) when length to the same unit when Does not convert measurements of
computing for perimeter, area, and computing for perimeter, area, and length to the same unit when computing
volume. volume. for perimeter, area, and volume.

Dimensions are correctly labeled in the Most dimensions are correctly labeled Few dimensions are correctly labeled
Standard Unit of Measure. using the Standard Unit of Measure. using the Standard Unit of Measure.
80% or more of the items are drawn to 40%-80% of the items are drawn to 0%-80% of the items are drawn to scale.
scale. scale.
Less than five of the requested items are
All requested items are included in the Five out of seven requested items are included in the park.
park. included in the park.
Three or more of the items do not
Design/Layout
All items completely fit inside the park. One to two items do not completely fit completely fit inside the park.
inside the park.
Dimensions are accurately provided for Dimensions are provided for little to no
all items in the park. Dimensions are provided for most items in the park.
items in the park.

At least two additional items are Only one additional item is included in No additional items are included in the
included in the park. the park. park.

Additional ideas are unique, yet relative, Additional ideas are not relevant to the An inappropriate or no name is chosen
Creativity
to the theme of the park. theme of the park. for the park.

An appropriate name is chosen for the An appropriate name is chosen for the
park. park.
Rubric:

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