Unit Plan Measurement - Amber Mackintosh

ED 3601 Curriculum and
Instruction for Majors:

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Rationale:
In this unit the students will gain an understanding about perimeter of polygons,
area of rectangles and volume of right rectangular prisms, and how they help us
understand our world. Students in this unit are expected to describe how to develop
formulas, calculate perimeter, area and volume from the formulas, and able to apply
the formula to word problems. This unit deals with students building their
knowledge through communication, connections, problem solving, reasoning, and
visualization. This is the first time students are introduced to formulas and problem
solving with formulas. As such, it is important to understand the components and
manipulation of formulas to develop problem-solving skills. The scaffolding that
occurs throughout this unit aids in this development. The essential question will be
used to expand the students knowledge for this unit to know what they are learning
in this unit. We are planning on allowing about two - three weeks to complete the
unit, and have selected nine lessons to help them reach this SLO and one more
lessons to review and complete the unit. Students will work individually, in pairs and
in groups and use a variety of tools to reach their objectives in class. The students
have the chance to reach their full potential through multiple assessment form;
which based on fair assessment will assist the student to get the grade deserves.
Differentiation will occur in every lesson to reach the learning needs of every
student. The sequence of this unit allows for the use of Student Math Journals for
the students to develop their understandings of perimeter, area, and volume in the
world around them and confirm their understanding of how to develop formulas. The
Student Math Journals, Tic-Tac-Toe Projects, and a Unit Test are the three forms of
summative assessment in this unit.
Math Processes:
Communication:
Communication will be expressed through reflections and sharing during math
classes. Students will be able to share their thoughts and experiences in their math
journal.
Connection:
Students will be able to make connections of perimeter, area and volume in their
everyday life. They will be able to make the connection between perimeter of
rectangles and area of rectangles, as well as area of rectangles and volume of right
rectangular prisms.
Problem solving:
Students will be able to problem solve when applying the formulas developed in
math classes, during tic-tac-toe project and on unit test.
Reasoning:
Students will complete math journal responses to develop reasoning skills on how to
develop formulas.
Visualization:
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Students will be able to visualize dimensions of perimeter of polygons, area of a

rectangle and volume of right rectangular prism in different contexts.


Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Established Goals:
Mathematics 6: Use direct and indirect measurement to solve problems.
Understandings:
Students will understand that
- Perimeter, area, and volume helps to
describe the world and to solve
problems related to their lives.
Students will know
Essential Questions:
- How does perimeter, area, and volume help
you understand the world around you?
Students will be able to do

3.a) Develop a formula for determining the
perimeter of polygons
3.b) Apply a formula for determining the
3.c) Develop a formula for determining the
area of rectangles
3.d) Apply a formula for determining the area
of rectangles
3.e) Develop a formula for determining the
volume of right rectangular prisms.
3.f) Apply a formula for determining the
volume of right rectangular prisms.
[C, CN, PS, R, V]
Resources Needed:
- Smartboard, sticky notes, student math journals, mover and shaker activities,
perimeter formulas group worksheet, entrance slips, mini whiteboards, whiteboard
markers, practice homework for perimeter, area and volume, grid paper, Finding
formula activity sheets, tape, work stations booklet, area mazes, area task cards with
real world, empty boxes, link cubes, Goofus what went wrong errors sheets, volume
task cards with booklets, tic-tac-toe project and its materials, unit test.
Resources Consulted:
-Alberta Education Program of Studies, Maximizing Mathematics 6 Teacher Resource
and Student Resource, Math Focus 6, textbook and teacher resource
TeachersPayTeachers, Pinterest, Bringing Mathematics Alive Measurement Unit
Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
Unit Plan
Mathematics
6
Measurement
11 days
Assessments
Learning
Outcome
s
Title
Type
(Formative/Summ
ative)
Weighting
Exit/Entran
ce Slips
Practice
Homewor
k
Math
Journ
al
Learning
Goals
Checklist
Tic-TacToe
Project
Observatio
ns/
Anecdotal
Notes
UNIT
TEST
F/S
F/S
30%
35%
35%
3.a) Develop a
formula for
determining the
3.b) Apply a formula
for determining the
3.c) Develop a formula

for determining the
area of rectangles
3.d) Apply a formula
for determining the
area of rectangles
3.e) Develop a
formula for
determining the
volume of right
rectangular prisms.
3.f) Apply a formula
for determining the
volume of right
rectangular prisms.


Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Assessment Tool Overview

Assessment
Tool Title
Outcomes
Entrance Slips
Throughout the
unit
3b), 3d), 3f)
Practice
Homework
-Perimeter of
Polygons
-Area of
rectangles
- Volume of
Right
Rectangular
Prisms
3a), 3b), 3c),

3d), 3e), 3f)
Math Journal
3a), 3b), 3c),

3d), 3e), 3f)
Learning Goals
Checklist
3a), 3b), 3c),

3d), 3e), 3f)
Brief Description
The students will fill out entrance slips on
selected lesson to provide feedback on what the
student has learnt and taken away from the
lesson. The exit and entrance slip will be used
for for learning because it will be used as a
tool to gauge where the particular student
needs help and where the next lesson should
head.
The students will receive practice homework
every other day. They will have a choice of
complete the practice homework. However, in
class there will be review over any questions
the students had troubles with. This is when this
assessment will be used for assessment for
learning because I will assess and record where
students are having difficulties. This is also be
used for assessment as learning because I will
encourage my students to reflect upon how
they are doing with the practice homework and
material of this unit.
The Math Journals will be used for students to
reflect on and describe how to develop the
formulas. They will also reflect on the essential
question. This assessment is assessment for
learning because I will use their responses to
gauge their understanding of particular learning
outcomes and the students are reflecting on
how to develop particular formulas. This is
assessment of learning because I will be taking
their entries on how to develop each formula,
which they should be able to answer after the
lesson.
The teacher will use the checklist throughout
the unit to ensure that all students are meeting
the desired outcome. This is how the learning
goals check list will be used as assessment for
learning. The students will use the checklist to
track their understandings and gage where they
are at in the unit. They will rate themselves
using stop lights colors provided on their
personal check lists and justify their color with a
sentence or two. This is how the learning goals
checklist will be used as assessment as
learning.

Fo
r
30
%
AS
OF

Mathematics
Unit Plan
Tic-Tac-Toe
Project
Observations/
Anecdotal Notes
Throughout the
unit
Unit Test
3a), 3b), 3c),

3d), 3e), or 3f)
depending on
activity
3a), 3b), 3c),

3d), 3e), 3f)
3a), 3b), 3d),

3f)
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
In class students will complete a tic-tac-toe

project where they choose three (can be
adjusted for differentiation to students needs)
activities and complete them and their provided
worksheets in class. This is assessment as
because for at least one of the activities that
the students choose as well as choose two of
the activities to be graded. This is assessment
of learning because the activity that each
student chooses will be graded.
Observations will be noted in the form of
anecdotal notes for each individual student and
added to their personal checklist in the section
provided. This will allow for student reflection
from the checklist and have the teachers notes
and observations of that student. Struggling
students will have more detailed notes and will
be closely observed.
For the unit test, two formulas for area of
rectangles and volume of right rectangular
prisms will be provided to the students. The
students will not receive formulas for perimeter
of polygons for irregular polygon since there are
unlimited amounts of formulas. The formulas
that the students will receive will be for the four
regular developed in class (triangle, square,
rectangles, trapezoid) for perimeter of a
polygon. The students will have to apply the all
formulas provided to problem solving situations
and perform straight computation using the
formulas.

35
%
35
%

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Monday
Tuesday
Wednesday
Thursday
Friday
TIME: 49 minutes
Introduction to
Measurement
- Go over Student
Learning goals for the
unit.
- Pre-assessment with
sticky notes for
vocabulary: units,
length, width,
height, depth,
thickness,
perimeter, area, and
volume.
- Mover and Shaker
activity: Which
Unit?, and if time
Stick It To Me
What's My
Measurement?
(sponge)
TIME: 49 minutes
Introduction to
Perimeter and
Developing Formula
- Review learning goals,
let student know we are
starting on perimeter
learning goals.
- Introduce concept of
perimeter, what a
polygon is, and formulas
and how to develop them
- Perimeter Formula
Group activity to
develop formulas for
different polygons
- Bring work teams
together class
discussion on developed
formulas and how they
were determined
TIME: 43 minutes
Problem Solving and
Applying Perimeter
Formula
- Entrance Slip: Match the
formulas for perimeter to
the given polygons
- Introduce how to problem
solve and applying
formulas created from day
before to word problem
examples
- With Whiteboards go
through practice problems
with students
- Hand out practice
homework before class is
over
TIME: 49 minutes
Introduction to Area
and Developing
Formula
- Review any questions
from practice homework
-Review learning goals
let student know we are
starting on area learning
goals.
area
- Finding a Formula
activity to develop
formula for area of a
rectangle
- Bring work teams
together class
discussion on developed
formulas
3.a), 3.c), 3.e)
3.a)
- Math Journal:
Pick three new terms
you learned today,
and in your own
words explain themwords or drawing
- Math Journal:
How did you determine
the formulas for perimeter
of different polygons?
Explain in any way you
know how, (draw pictures,
write it out, etc.)
TIME: 47 minutes
Applying Area
Formula
- Entrance Slip: Match
the area of rectangle
images to the correct
areas in units
- Review how to
problem solve and
applying formulas
created from day
before to real world
examples for area of a
rectangle
- In groups of 10ish, do
3 area work stations
(split into 5 and 5 at
some stations) Area
maze, pick one area
real world problem, and
calculate area of
rectangle on ground
- Review Work stations
tasks
- Hand out practice
homework
Monday
Tuesday
3.a), 3.b)
- Checklists
- Math Journal:
How does perimeter help
me understand the world
around me?
Wednesday

3.c)
- Math Journals:
How did you determine
a formula for area of a
rectangle?
know how, (draw
pictures, write it out,
etc.)
Thursday
3.d)
- Checklists
-Math Journals: How
does area help me
understand the world
around me?
Friday

Mathematics
Unit Plan
TIME: 49 minutes
Relating Area and
Perimeter for
Rectangles
- Review any
questions from
practice homework
- Introduction
activity: get students
to draw rectangles
on grid paper and
determine both area
and perimeter. Then
ask to make another
rectangle with the
same area and
another rectangle
with the same
perimeter.
- White boards
examples with
students
- Have students
choose a Mover and
Shaker activity:
Same Area, or Same
Perimeter
3.a), 3.b), 3.c),
3.d)
TIME: 49 minutes
Introduction to Volume
and Developing
Formula
- Review learning goals let
student know we are
starting on volume
learning goals.
Volume and right
rectangular prism
- Storing Cubes activity
to develop formula for
volume of a right
rectangular prism
- Bring work teams
together- class discussion
on developed formulas
3.e)
- Math Journals:
How did you determine a
formula for volume of a
right rectangular prism?
know how, (draw
pictures, write it out,
etc.)
- Math Journal: Show

all the rectangles
with a perimeter of
24 cm and all of the
rectangles with an
area of 24 cm2.
Monday
Tuesday
TIME: 49 minutes
Review Day:
- Hand back check
lists with feedback
on it.
-Review Unit
material.
- Group work
stations:
Split students into
5 groups, 2 of
groups go to
stations, rest work
on practice
homework not
complete. (if
complete work on
unit review
practice sheet)
- Stations:
Perimeter, area
and volume
dominoes, and
Perimeter, area
TIME: 49 minutes
Test Day
- Explain expectations
for test taking (do a
shake out before test)
- Get students that
need it into other room
to have test read to
them
-Distribute test
Subject Area
Grade Level
Topic
Length of Unit
(days)
TIME: 43 minutes
Applying Volume
Formula
-Entrance Slip: Match the
volume of right
rectangular prisms to
correct volumes in units
- Review how to problem
solve and applying
formulas created from
day before to real world
examples
- Have students work
individually. They get to
choose 6 task cards they
must complete in booklet
(differentiate for
students), and complete
Goofus what went wrong
errors.
- Hand out practice
homework
Mathematics
6
Measurement
11 days
TIME: 49 minutes
Tic-Tac-Toe Project
- Review any questions
from practice homework.
- Introduce tic-tac-toe
activity and how to
complete it.
- Hand out tic-tac-toe
activity
3.a), 3.b), 3.c),
3.d), 3.e), 3.f)
NO SCHOOL FOR
STUDENTS
3.e), 3.f)
- Checklist
- Math journal: How does
volume help me
understand the world
around me?
Wednesday
START NEW UNIT
3a), 3b), 3d), 3f)

-Math Songs:
https://www.youtube.co
m/watch?
v=qU8aWpRd6Qw
- OR intro to new unit
with video

Thursday
NEW UNIT
Friday
NEW UNIT

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
and volume
sorting game.
- Final questions
3a), 3b), 3c),
3d), 3e), 3f)

Mathematics
6
Measurement
11 days

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Lesson Plan 1:
Lesson
Title/Focus
Introduction to Measurement
Subject/Gra
de Level
Mathematics 6
Unit
Measurement Perimeter, Area and

Volume
Date
Time
Durati
on
Teache
r
Monday, March 9th 2015

49 minutes
Amber Mackintosh
Stage 1: Desired Results

GLO: Use direct and indirect measurement to solve problems.
SLO(s):
3.a) Develop a formula for determining the perimeter of polygons
Learnin
g
Outcom
e(s)
3.b) Apply a formula for determining the perimeter of polygons

3.c) Develop a formula for determining the area of rectangles
3.d) Apply a formula for determining the area of rectangles
3.e) Develop a formula for determining the volume of right rectangular prisms.
3.f) Apply a formula for determining the volume of right rectangular prisms.
[C, CN, PS, R, V]
Learnin
g
Objectiv
es
Students will:
Solve problems involving perimeter of polygons, area of rectangles, and volume of
right rectangular prisms
Using models, explain how perimeter of any polygon can be determined
Develop a rule (formula) for determining perimeter of any polygon
Using models, explain how the area of rectangle can be determined
Develop a rule (formula) for determining area of a rectangle.
Using models, explain how the volume of right rectangular prism can be
determined
Develop a rule (formula) for determining volume of a right rectangular prism
Stage 2: Assessment Evidence

Summat
ive
Assessm
ent
N/A
Formativ
e
Assessm
ent
Observations (Sticky Notes Collection and Discussion),

Math Journals.
Stage 3: Learning Experience

Tech
to Do
N/A
Resourc
es to
Bring
Smartboard, Sticky notes, Which Unit? Activity Sheet, meter

sticks, laptop cart, tape, math Journals.


Mathematics
Unit Plan
Time
Prior to
Lesson
-:-- pm
~6
mins
-:-- pm
~15
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Content/Description
Set up Smartboard, photocopy move & shaker activities,
Title of Activity - Student Learning Goals for Unit

Go over learning goals with students, and explain
how checklist to students:
o Explain to students about checklists:
1. Checklists will be used throughout the unit to help
them judge how they understand material and if they
are reaching learning goals.
2. Students will have to rate themselves on a stoplight
for each learning goal with a red, yellow or green
light and explain their choice with a sentence or two.
3. The checklists will be submitting to me (the teacher)
for me to provide feedback on your learning before
unit test.
4. I (the teacher) will explain this again when we start
to use them
TRANSITION: Before we start addressing some of these learning
goals we need to establish some common vocabulary and
foundations for the unit.
Activation of prior Knowledge:
Title of Activity - Pre-assessment Vocabulary
Instructions:
- Set up a chart on the board that has the following headings:
units, length, width, height, depth, thickness, perimeter,
area, and volume.
- Hand out sticky notes to all students.
- Ask all the students to write or draw something on their
sticky note to explain each word.
- Call up students to place their sticky underneath the
heading after 5 minutes
Observations (Sticky Notes Collection and Discussion):
Start discussion with units: Establish working definition: (5
mins)
Give students 1 minute to brainstorm different units we
measure in.
Get students to call out their units by putting HANDSUP
Write/ Record Brainstorm units on board
Go through rest of vocabulary and discuss working

definitions, and establish a common definition for all vocab
(5 mins)
Write vocabulary on board and ensure students
they will receive notes printed tomorrow of their
decided definitions of vocabulary
TRANSITION: All of these vocabulary and units we are going to

see throughout this unit. Let do an activity to get everyone practice
using the vocabulary properly.
Movement break: Stand up and give 3 people high fives you
havent talk to today.
BRING STUDENTS BACK WITH: If you can hear me clap once, if

Notes
N/A
- LEARNING GOALS ARE
LEARNING OBJECTIVES ABOVE
- Uncoverage vs. coverage is key
here
- Walk around and help students

that need it. Encourage them to
draw if they cannot find the
words to explain.
- Who struggles with vocabulary:
If students are struggling to come

up with units, suggest they think of
measuring milk in a milk carton
units, or distance from Lethbridge
to Calgary units.
Challenge students to think of the
unit of measurement that would go
with each word.

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
you can hear me clap twice and so on until have whole class
attention.
-:-- pm
~ 20
min
-:--pm
~8
mins
Title of Activity Mover and Shaker Activity- Which Unit?

Which Unit? Activity:
Explain activity and expectations:
Students will look at the description of the object and
select the appropriate unit of measurement.
Students will then choose two of the descriptions to find
the actual unit of measurement using the laptops from
the laptop cart.
Students are to work in pairs for this task and use
laptops in pairs.
Give time limit to students, i.e. at -:-- oclock you
should be done the first part of the activity and be
moving onto the laptop part of the activity.
Hand out sheet to the students.
Closure:
- Math journals: Have students respond to the following prompt
in their math journals: Pick three new terms you learned today, and
in your own words explain themwords or drawing
During activity: walk around

and monitor students. Keep
students on track, and help
those who need it determine
unit
- Explain to students that some

math journal entries will be taken
in for marks during this unit and
that you (the teacher) will let
them know when that will
happen. This entry is not for
marks.
SPONGE:
Stick It To MeWhat's My Measurement?
- Using cut outs, hand out to each student a measurement. All students will roll a piece of tape and stick it to the
back of their paper, not letting anyone see what is on the front of the paper. When the teacher says, "go" all
students will find one other student to stick the measurement to their back. The goal of the game is to find out
what unit of measurement is stuck to their back. Here are the rules:
- you can only ask questions that will have the following answers: yes, no, I don't know, or I don't understand
you
- you can ask one person 2 questions, then you must move on to another person
- you cannot give a false response
Model this by sticking one to you first and asking the students the questions. Also if the students get good at this
game, you can have the students create what is being stuck to their backs.
Reflecti
ons and
Follow
Up
REFERENCES:
Alberta Education Program of Studies, Bringing Mathematics Alive Measurement
Unit

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Lesson Plan 2
Lesson
Title/Focus
Introduction to Perimeter and

Developing Formula
Subject/Gra
de Level
Mathematics 6
Unit

Volume
Date
Time
Durati
on
Teache
r
Tuesday, March 10th 2015

49 minutes
Amber Mackintosh

SLO(s):
Learnin
g
Outcom
e(s)

[C, CN, PS, R, V]
Learnin
g
Objectiv
es
Students will:
Solve problems involving perimeter of polygons, area of rectangles, and volume of
Using models, explain how perimeter of any polygon can be determined
Develop a rule (formula) for determining perimeter of any polygon
Using models, explain how the area of rectangle can be determined
Develop a rule (formula) for determining area of a rectangle.
Using models, explain how the volume of right rectangular prism can be
determined
Develop a rule (formula) for determining volume of a right rectangular prism

Summat
ive
Assessm
ent
N/A
Formativ
e
Assessm
ent
Math Journals, Observation (Class discussion after

Perimeter Formula Group Activity)

Tech
to Do
N/A
Resourc
es to
Bring
Smartboard, Perimeter Formula Group Work Sheets


Mathematics
Unit Plan
Time
Prior to
Lesson
-:-- pm
~5
mins
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Content/Description
Notes
Have enough copies for each group/work teams for Perimeter

Formula Group Work Sheets. Set up Smartboard
Title of Activity - Review Learning Goals
Have learning goals on Smartboard.
- Tell students learning goals for today.
- Ask students to think of 5 words to describe what these
learning goals might look like.
- Pick 5 students with HANDSUP
N/A
- If students are having a hard

time with this task, get them to
talk about the describing words,
or verbs in the sentences
TRANSITION: Now that we have a direction for our learning, lets

start learning.
Title of Activity - Introduce Perimeter, Polygon, and
Formulas
What is a polygon? .
Definition: A polygon is a 2-D shape with straight sides that
is closed, all the lines connect up.
Identify if a shape is a polygon or not, Get students to vote
by standing up go through each shape on Smartboard
-:-- pm
~ 15
min
- Who struggled with these

concepts and making decisions
based on information given:
What is perimeter?
Definition: Perimeter is the distance around a two-dimensional
shape.
Get pick two students to color where the perimeter of 2
different shapes are on whiteboard (one-at-a-time)
What is an Equation?
Definition: An equation says that two things are equal. It will
have an equals sign "=" like this: So an equation is like a
statement "this equals that"
Identify if something is an equation or not, Get students to
vote by standing up go through each shape on Smartboard

What is a Formula?
Definition: A formula is a special type of equation that shows
the relationship between different variables.
Definition: A Variable is a symbol for a number we don't know
yet.
Think of different variables to represent specific things
examples (do as class discussion)
Throughout this activity use

popsicle sticks to ask students
( or ask students who you have
not heard from yet this day)
ASK a few students to explain in their own words what the 4

concepts are we get went over are. (go through one definition at
a time)
-:-- pm
~ 21
min
TRANSITION: Lets use these definition practically!

Title of Activity Perimeter Formula Group activity
INSTRUCTIONS:
- Going to split into 5 work teams WHEN I SAY GO
- As work teams, you are going to work through task to try to
develop formulas for the shapes on your sheets.
- Follow the instructions on the paper, and I will walk around to help
the groups as needed.
Spilt class into 5 work teams
Each work teams to write a formula and test formula and

share their formula with class
Observation (Class discussion after Perimeter

Walk around and monitor

groups

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Formula Group Activity):
Bring work teams together class discussion on developed

formulas and how they were determined
o 3 things you found out, 2 interesting things, and 1 question
you still have.
o PICK POPSTiCLE for one thing each. (pick 6 people for 1
thing still have questions)
Closure
- Math journals: How does perimeter help me understand the world
o
-:--pm
~ 8 min
around me?
Explain to students this

math journal entries will not
be taken in for marks.
SPONGE: https://www.khanacademy.org/math/pre-algebra/measurement/perimeter/v/introduction-toperimeter
Reflecti
ons and
Follow
Up
References:
Alberta Education Program of Studies, Maximizing Mathematics 6 Teacher
Resource and Student Resource,


Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Lesson Plan 3
Lesson
Title/Focus
Problem Solving and Applying Perimeter

Formula
Subject/Gra
de Level
Mathematics 6
Unit

Volume
Date
Time
Durati
on
Teache
r
Tuesday, March 10th 2015

43 minutes
Amber Mackintosh

SLO(s):
Learnin
g
Outcom
e(s)

[C, CN, PS, R, V]
Learnin
g
Objectiv
es
Students will:
- Solve problems involving perimeter of polygons, area of rectangles, and volume of
- Using models, explain how perimeter of any polygon can be determined
- Develop a rule (formula) for determining perimeter of any polygon
- Using models, explain how the area of rectangle can be determined
- Develop a rule (formula) for determining area of a rectangle.
- Using models, explain how the volume of right rectangular prism can be
determined
- Develop a rule (formula) for determining volume of a right rectangular prism

Summative
Assessment
Math Journals
Formative
Assessment
Observations (Whiteboards),
Checklists

Tech
to Do
Time
N/A
Resourc
es to
Smartboard, Whiteboards, Markers
Bring
Content/Description

Notes

Mathematics
Unit Plan
Prior to
Lesson
-:-- pm
~ 10
mins
-:-- pm
~ 10
min
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Set up Smartboard, make sure enough whiteboards and markers for

all students
Title of Activity Entrance Slip
Explain that entrance slip is not for grades but for me to
see how students are doing
Hand out Entrance slips
- Entrance Slip: Match the formulas for perimeter to the
given polygons
TRANSITION: Go over correct answer, students mark own
and ask students to put up the number of fingers of how
many they got wrong
Title of Activity - Introduce how to problem solve and
applying formulas
Introduce the 6-Step Method to the students. Write this on

the board using the example problem
Step 1 Identify the Key Numbers and What the Problem
is asking you to find?
Step 2 Plan How are you going to solve it?
In this step students should show their work to the
problem, State formula using, or draw it
Step 3 State the answer to the problem
Step 4 Write a sentence to answer the problem.
Step 5 Look Back and Check
N/A
- Who struggled with matching

formulas:
- This activity is to help students

set the foundation for problem
solving throughout this unit
Walk through one Example: Find the perimeter of this

polygon?
- With Popsicle sticks, ask students to go through steps oneat-a-time
-:-- pm
~ 17
min
TRANSITION: Lets practice this

Title of Activity Whiteboards Practice problems with
students
- Hand out white boards and markers to students.
Observations (Whiteboards):
- Explain that as a class we are going to run through 6 examples
word problems with students, get students to practice problem
solving steps from above: (try to stick to time, if do not get through
all examples that is okay)
1. Dimensions of Rectangle
2. Perimeter of the School
3. Perimeter of Picture Frames
4. Perimeter of Swimming pool
5. Perimeter of Soccer Field
6. Perimeter of Hockey Rink
- Hand out practice homework before class is over

- Walk around and monitor

students. Ensure that students
know that it is okay to make
mistakes with the whiteboards
and encourage them to try.
- Who is having difficulties with
applying formula in problem
solving:

Mathematics
Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
6
Measurement
11 days
Closure
- Checklists: Ask students to rate themselves using stop lights
colors (green for I understand completely, yellow for I kind-of
-:--pm
understand I am getting there, and red for I am completely lost!
~12
Help!) provided on their personal check lists and justify their color
min
with a sentence or two.
- Math Journal: How did you determine the formulas for perimeter
of different polygons? Explain in any way you know how, (draw
pictures, write it out, etc.)
SPONGE: https://www.youtube.com/watch?v=KwXBMGdSWmI
Reflecti
ons and
Follow
Up
Reference:
Alberta Education Program of Studies

- Explain to students this math

journal entries will be taken in for
marks.

Unit Plan Measurement - Amber Mackintosh

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ED 3601 Curriculum and

Instruction for Majors:

ED 3601 Curriculum and

Students will be able to visualize dimensions of perimeter of polygons, area of a

Spring 2015: Marynowski

ED 3601 Curriculum and

Students will know

Students will be able to do

ED 3601 Curriculum and

3.c) Develop a formula

Spring 2015: Marynowski

ED 3601 Curriculum and

Assessment Tool Overview

3b), 3d), 3f)

3a), 3b), 3c),

3a), 3b), 3c),

3a), 3b), 3c),

Spring 2015: Marynowski

ED 3601 Curriculum and

3a), 3b), 3c),

3a), 3b), 3c),

3a), 3b), 3d),

In class students will complete a tic-tac-toe

Spring 2015: Marynowski

ED 3601 Curriculum and

3.a), 3.c), 3.e)

Spring 2015: Marynowski

ED 3601 Curriculum and

- Math Journal: Show

3a), 3b), 3d), 3f)

Spring 2015: Marynowski

ED 3601 Curriculum and

Spring 2015: Marynowski

ED 3601 Curriculum and

Measurement Perimeter, Area and

Monday, March 9th 2015

Stage 1: Desired Results

3.b) Apply a formula for determining the perimeter of polygons

Stage 2: Assessment Evidence

Observations (Sticky Notes Collection and Discussion),

Stage 3: Learning Experience

Smartboard, Sticky notes, Which Unit? Activity Sheet, meter

Spring 2015: Marynowski

ED 3601 Curriculum and

Set up Smartboard, photocopy move & shaker activities,

Title of Activity - Student Learning Goals for Unit

Go through rest of vocabulary and discuss working

TRANSITION: All of these vocabulary and units we are going to

Spring 2015: Marynowski

- Walk around and help students

If students are struggling to come

ED 3601 Curriculum and

Title of Activity Mover and Shaker Activity- Which Unit?

During activity: walk around

- Explain to students that some

ED 3601 Curriculum and

Introduction to Perimeter and

Measurement Perimeter, Area and

Tuesday, March 10th 2015

Stage 1: Desired Results

3.b) Apply a formula for determining the perimeter of polygons

Stage 2: Assessment Evidence