Unit Plan Template with Descriptions
Expectations and Success Criteria
Curriculum Expectations
Curriculum Expectations
• estimate and calculate the area of composite two-dimensional shapes by
decomposing into shapes with known area relationships
• determine, through investigation using a variety of tools and strategies,
the relationship for calculating the area of a trapezoid, and generalize to
develop the formula
• determine, through investigation using a variety of tools and strategies,
the relationship between the height, the area of the base, and the volume of
right prisms with simple polygonal bases and generalize to develop the
formula
• sketch different polygonal prisms that share the same volume
• determine, through investigation using a variety of tools, the surface area
of right prisms
• solve problems that involve the surface area and volume of right prisms
and that require conversion between metric measures of capacity and
volume
Learning Goals:
Students will be able to calculate the area of composite two-dimensional shapes.
Students will be able to describe the characteristics of a right prism.
Students will be able to identify and describe the relationship between the height, the area of the base, and the volume of right prisms.
Students will be able to describe the relationship between the area of a trapezoid and the area of a rectangle.
Students will be able to calculate the volume of right prisms.
Students will be able to calculate the surface area of right prisms using a variety of strategies.
Students will be able to solve word problems related to the volume and surface area of right prisms.
Students will be able to convert between metric measures for capacity and volume.
Success Criteria
Student Language • Solve for the area of composite two-dimensional shapes
What do we want students to know and be able to do? • Describe the characteristics of a right prism
• Identify and describe the relationship between the
height, the area of the base, and the volume of right
• I can calculate the area of composite two-dimensional shapes
prisms
• I can describe the characteristics of a right prism.
• Describe the relationship between the area of a
• I can describe the relationship between the height, the area of
trapezoid and the area of a rectangle
the base, and the volume of right prisms.
• Able to solve for the volume of right prisms
• I can describe the relationship between the area of a trapezoid
• Able to solve for the surface area of right prisms
and the area of a rectangle.
• Solve complex problems related to the volume and
• I can calculate the volume of right prisms using a variety of
surface area of right prisms
strategies.
• Convert between metric measures for capacity and
• I can solve word problems related to the volume and the
volume
surface area of right prisms.
• I can convert between metric measures for capacity and volume

Must Know…
 Construct a rectangle, a square, a triangle,
and a parallelogram using a variety of tools
 solve problems that use two or three
symbols or letters as variables to represent
different unknown quantities
Should Know…
 Determine through investigation the
relationship between the area of a
rectangle and the areas of parallelograms
and triangles
 Develop the formulas for the area of a
parallelogram and the area of a triangle,
using the area relationships among
rectangles, paralellograms and triangles
 Determine, through investigation using a
variety of tools and strategies, the surface
area of rectangular and triangular prisms
 Solve problems involving the estimation
and calculation of the surface area and
volume of triangular and rectangular
prisms
Could Know…
 determine, through investigation using a
variety of tools and strategies, the
relationship between the area of the base
and height and the volume of a cylinder,
and generalize to develop the formula
 determine, through investigation using
concrete materials, the surface area of a
cylinder
Equity/Social Justice
Get to know my students well and avoid any
questions or issues that may be triggering. Give
context and pictures for all of the questions.
Unit Plan Template with Descriptions
Expectations from various strands: Culminating Task
1) Number Sense and Numeration: The culminating task is a combination of an activity (for
o use a variety of mental strategies to solve addition, subtraction, multiplication, and the student’s Thinking mark) and a unit test (for the
division problems involving whole numbers student’s Knowledge, Application and Communication
o solve problems involving the multiplication and division of whole numbers, using a mark). Students can work in partners for the activity, but
variety of tools and strategies the test will be done individually.
Vocabulary
Achievement Chart Categories: Area
1) Knowledge Perimeter
o estimate and calculate the area of composite two-dimensional shapes by Composite shape
decomposing into shapes with known area relationships Two dimensional
2) Thinking Three dimensional
o determine, through investigation using a variety of tools and strategies, the Capacity
relationship for calculating the area of a trapezoid, and generalize to develop the Volume
formula Surface area
o determine, through investigation using a variety of tools and strategies, the
relationship between the height, the area of the base, and the volume of right An anchor chart will be created with the vocabulary from
prisms with simple polygonal bases and generalize to develop the formula this unit. Students will fill in an EQAO formula sheet
o determine, through investigation using a variety of tools, the surface area of right (modified version of the Grade 9 Applied Formula Sheet)
prisms when they have developed their own formulas for volume
3) Communication and surface area. Students will be able to use the formula
o sketch different polygonal prisms that share the same volume sheets throughout the unit but not during the test. They
4) Application will be able to choose whichever formula works the best
o solve problems that involve the surface area and volume of right prisms and that for them to include on their sheet.
require conversion between metric measures of capacity and volume Assessment “For”
* beginning of unit with the review of area and perimeter
Math Processes:
1) Problem solving: Students will have the chance to work with complex problems Assessment “As”
throughout the unit which will allow them to develop their problem-solving skills. * exit tickets
2) Reasoning and Proving: Students will be given open ended math tasks which will allow * asking a variety of students to share their answers
them the opportunity to think critically about their responses and prove their answers.
3) Reflecting: Students will have the chance to reflect as they will be investigating in small Assessment “Of”
groups multiple times throughout the unit * culminating activity in partners
4) Selecting Tools and Computational Strategies: students will get the opportunity to * summative unit test
choose the method that works best for them when solving for area in composite shapes,
and volume and surface area in right-angle prisms
5) Communicating: Students will have the chance to communicate their thinking and
explain their reasoning during the investigations and during the assessment process.
Modifications/Accommodations Resources
Small groups for investigations will be chosen for the students based on their ability level.  Empty geometric solids (able to be filled)
Students who need more support will be placed together so that a teacher can spend time with  Plickers app
the entire group to guide their findings.  Linking cubes
 Trapezoid cutouts
 Unit Plan Template with Descriptions

Grade 7 Unit Instruction

Plan/Lesson Sequence
Unit/Theme/Big Idea: Expectations to Assess:
 estimate and calculate the area of composite two-dimensional shapes by decomposing into shapes with known area relationships
Measurement:  determine, through investigation using a variety of tools and strategies, the relationship for calculating the area of a trapezoid, and generalize to develop the
From 2D to 3D formula
 determine, through investigation using a variety of tools and strategies, the relationship between the height, the area of the base, and the volume of right prisms
1
with simple polygonal bases and generalize to develop the formula
 sketch different polygonal prisms that share the same volume
 determine, through investigation using a variety of tools, the surface area of right prisms
 solve problems that involve the surface area and volume of right prisms and that require conversion between metric measures of capacity and volume

Activity/Assessment Lesson Resources

Introduction: Diagnostic & review Review area and perimeter of shapes using the Plickers app. Students will need to review squares, rectangles, Plickers app
Area and triangles, and circles. Students fill in some of their formula sheet. Anchor charts created with definitions for
Perimeter area and perimeter. Students go around the classroom and find the area and perimeter of at least 2 of each
shape.
Lesson 1: Exit ticket: dream Composite shapes are projected onto a screen and teacher goes through the steps to find all the shapes that the Projector
Composite backyard (students students see. They solve it step-by-step together and then students try the same steps by themselves using
Shapes and create theirs in more complex composite shapes.
Perimeter partners)
Students given an assignment as an entrance ticket for the next day’s class (design their dream backyard using
composite shapes). Students will solve for each other’s dream backyards in the next class.
Lesson 2: Entrance ticket: Class comes up with definition of trapezoid. Allow students time to decompose the trapezoid as a composite * trapezoid cut out shapes (so students can
Investigating dream backyard shape. Give students cut outs of trapezoids and allow them to discover that a trapezoid cut off and rearranged rearrange them)
the Area of a (students solve each turns into a rectangle. Go through some proofs with the students. Students write down the formula on their https://www.bbc.co.uk/bitesize/articles/z37vqhv
2
Trapezoid other’s). formula sheet, new definition added to the anchor chart.
Lesson 3: Popcorn activity Students are tasked with creating a shape that can hold the most popcorn using only a sheet of A4 paper. When * Sheets of A4 paper
Inquiry-based finished, they order the shapes into what they think can hold the least to greatest amount of popcorn. Class * Popcorn
Introduction brainstorms ideas: why did they reorder it this way? Teacher writes down ideas, and then fills up the ‘smallest’
to Volume popcorn bag. Teacher transfers the popcorn to the next bag and etc. Class all gets popcorn at the end. Teacher
and Surface goes over their hypotheses and they discuss their findings. What stayed the same and what changed during this
Area experiment? Definitions for volume and surface area added to the anchor chart.
Lesson 4: Exit ticket: Missing Students are tasked with creating a rectangular skyscraper using linking cubes in groups. Students will go Linking cubes
Investigate dimension around and fill out a chart for at least 3 other skyscrapers where they need to find the surface area and volume
the Volume of of the shape. What do you notice about the relationship between the height, the area of the base, and the
Right-Angle volume? Is it the same if we change what shape the base is? Students investigate.
Prisms
Exit ticket: Hand out where the volume, and two dimensions are given, and students need to figure out the last
dimension.
 Unit Plan Template with Descriptions

Lesson 5: Activity: Students try In this activity, students work in pairs try to create as many prisms as possible with the same volume of
Comparison to create as many 100cm2. They have to show their work and how they know. Students with the highest number of correct shapes
between shapes as they can will win a prize. They can create prisms with any base.
Prims with with the total volume As an extension to the above activity, students can create composite shapes with the total volume of 100cm2.
the Same of 100cm2 Prize given to the most complicated shape that is created.
Volume
Lesson 6: Exit ticket: Wrapping Decompose right prisms into nets. Go through the gizmos guided lesson. Provide extra practice for students. Gizmos: https://www.explorelearning.com/
Investigating presents index.cfm?method=cResource.dspView
Surface Area Exit ticket: students have to wrap presents for Christmas. They are given 3 oddly shaped items. Students have &ResourceID=349&ClassID=0
of Right-Angle to create a box (the net) and then solve for how much wrapping paper (surface area) they will need to wrap it. Student handout: https://el-
Prisms gizmos.s3.amazonaws.com/
materials/SurfLatAreaPrismCylSE.pdf
Lesson 7: Discussion about how volume and surface are used in real life. Review conversions between units. Solve
Converting problems where students need to convert between measures of capacity and volume.
between
Metric
Measures of
Capacity and
Volume
Lesson 8: Exit ticket: Solving Students will be given plenty of extra practice before starting this lesson throughout the unit. Questions will be
Solving problems in teams posted around the classroom and students have to find and solve for the word problems. Exit tickets will be
Problems around the classroom marked. Students can find the questions on Google Classrooms if they are unable to finish in class.
Related to
Volume and
Surface Area
of Right-Angle
Prisms
Culminating Creating the Most The culminating activity is a partner project. Students are partners of a new juice start-up that is looking to design
Activity: Effective Packaging their newest juice box. What the company prioritizes is a low cost of materials while having the greatest capacity.
(Thinking) Which of the following packages best suits the company’s needs? Show your work for all the packages and prove why
the one you selected would be the best option for the company. (Below is a selection of prisms with different side
lengths, students need to solve for the surface area and volume of each prism and divide to find which one would be
the most effective.)
3
Culminating Unit Test The test will focus on solving for surface area and volume for right-angle prisms and composite 3D shapes. There will
Test: (Knowledge, be a small section on converting between metric measures.
Application, and
Communication)