3

Unit Plan
Math: with Art and ELA
Ashley Luthin
January 11, 2018

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Table of Contents

Unit Rationale 2

Desired Results 3

Learning Plan 6

Assessments 11

Assessment Tool Overview 12

Differentiation, Accommodations, & Modifications 14

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Math

Grade Level 4
Topic Decimals, Area and Perimeter
Length of Unit (days) 14
Unit Rationale
For this unit, I have decided to go at it from a project-based learning perspective. It will incorporate math but also some
art and English language arts content as well. The unit is planned around students designing a taco truck. They will be
responsible for planning their business including creating a name and logo for their company. They will also look deeper into
that design through developing a slogan and considering other things such as what problems they could run into with their
business and what they want their final product to look like. This is where the ELA portion comes in. Students will then be
responsible for creating a menu for their taco truck. When they plan their ingredients that will be available in their truck, they
will need to assign prices to the items, including decimals. They will then need to come up with various tacos, each with
different ingredients and price each one. They will then work in pairs and take turns pricing out different tacos from each
other’s menus. This will allow them to practice adding and subtracting decimals. Students will then get to design the physical
taco truck. They will design the base and include specific items. They will then need to calculate the perimeter and area of each
item. Finally, students will put their whole truck together, coloring and designing the outside of the truck. This is the art portion
of the project.
In between each of these components, direct instruction and various other activities will be used to teach students the different
concepts of decimals, area and perimeter. These will be used as formative assessment in order to drive the rest of the unit and to
ensure that students are mastering the concepts. The taco truck and its components are meant to be used as the summative
assessment.

I believe that students really struggle with math because they have a hard time seeing math in real world scenarios. This process
allows students to see how these concepts can be applied to creating and sustaining a business. I believe that students also
struggle because they find math boring. This allows students to learn the concepts while doing something other than just the
typical lesson then worksheet. They are able to be creative in designing the menu and the look of their food truck.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Math

Grade Level 4
Topic Decimals, Area and perimeter
Length of Unit (days) 14
Desired Results
Learning Outcomes (Math)
GLOs:

1. Develop number sense

2. Use direct and indirect measurement to solve problems

SLOs:

For GLO 1

1. Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically.
2. Relate decimals to fractions and fractions to decimals (to hundredths).

3. Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: • using personal
strategies to determine sums and differences
• estimating sums and differences
• using mental mathematics strategies to solve problems.

For GLO 2

1. Demonstrate an understanding of area of regular and irregular 2-D shapes by: • recognizing that area is measured in
square units
2 2
• selecting and justifying referents for the units cm or m
2 2
• estimating area, using referents for cm or m

2 2)
Determining and recording area (cm or m
• constructing different rectangles for a given area (cm or m ) in order to demonstrate that many different rectangles
may have the same area.

Understandings: Essential Questions:

Students will understand that…
 Math is everywhere
 Decimals relate to fractions
 Math can be applied for real life scenarios
Content Specific….
 What is a decimal?
 How do decimals relate to fractions?
 How do decimals, perimeter and area relate to real
world scenarios?
 What is area? How does it relate to multiplication?

Related Misconceptions… Cross-curricular….

 Math is boring  ELA: Designing a business and using many different
ways to communicate those ideas
 Art: Designing the physical appearance of the food
truck. Spatially placing items in the truck in order to
make it practically fit in the truck

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Skills: Knowledge:
Students will be able to… Students will know….
 Identify decimals and the tenth and hundredths  What decimals, perimeter and area are
places  That decimals and fractions are related
 Relate decimals and fractions  That math can always be applied to real world
 Add and subtract decimals situations
 Calculate perimeter and area
 That math can be fun!
 Relate math to real world situations

Understandings: Understandings:
Prior understandings… Where does this lead…
Grade 3 Grade 5
General Outcome : Develop number sense General Outcome: Develop number sense

Specific Outcomes Specific Outcomes

1. Describe and apply mental mathematics
strategies for adding two 2-digit numerals.
2. Describe and apply mental mathematics
strategies for subtracting two 2-digit numerals.
3. Demonstrate an understanding of multiplication
to 5 × 5 by:
• representing and explaining multiplication
using equal grouping and arrays
• creating and solving problems in context that
involve multiplication
• modelling multiplication using concrete and
visual representations, and recording the process
symbolically • relating multiplication to
repeated addition
• relating multiplication to division.
1. Apply mental mathematics strategies and number
properties in order to understand and recall basic
multiplication facts (multiplication tables) to 81 and
related division facts.
2. Describe and represent decimals (tenths, hundredths,
thousandths), concretely, pictorially and symbolically
3. Relate decimals to fractions and fractions to decimals (to
thousandths)
4. Demonstrate an understanding of addition and subtraction
of decimals (limited to thousandths).
5.
General Outcome: Use direct and indirect measurements to solve
problems

4. Demonstrate an understanding of fractions by: Specific Outcome

• explaining that a fraction represents a part of a
whole
• describing situations in which fractions are
used
• comparing fractions of the same whole that
have like denominators.
1. Design and construct different rectangles, given either
perimeter or area, or both (whole numbers), and make
generalizations
2.

General Outcome: Use direct and indirect measurements

to solve problems

Specific Outcomes

1. Demonstrate an understanding of measuring

length (cm, m) by:
• selecting and justifying referents for the units
cm and m
• modelling and describing the relationship
between the units cm and m • estimating length,
using referents

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

• measuring and recording length, width and

height.

2. Demonstrate an understanding of perimeter of

regular and irregular shapes by:
• estimating perimeter, using referents for cm or
m
• measuring and recording perimeter (cm, m)
• constructing different shapes for a given
perimeter (cm, m) to demonstrate that many
shapes are possible for a perimeter.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Math

Grade Level 4
Topic Decimals, perimeter and area
Length of Unit (days) 14
Learning Plan
SLO’s Comp. # Lesson Title Lesson Activities Assessments
[C, CN,
Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically

1 Review/Intro Review Activity- Graffiti Wall: For this activity, students Observations
R, V] will go around the room and fill posters that have Conversations:
different headings on them related to what they had Conversations
previously learned about fractions. The titles will between group
include things like: unit fraction, identify the numerator members, whole
and denominator of a fraction and then order fractions group
using learned techniques, define a proper fraction and conversations
give an example, provide shapes and show ½, 7/8 etc., Products:
number lines and fractions. After everyone has had a Graffiti Wall
chance to write something on each poster, we will go Practice
through them and make sure students understand the questions
concepts. Exit slip
Direct Instruction: Here, we will explore how fractions
are related to decimals. Particularly, we will be looking
at tenths. I will use base ten blocks to model how we can
connect fractions with decimals (tenths). I will ask
students to pair up and try to show a fraction with the
1.

blocks. We will then go over how they did it. Then, I

will describe the decimal point and describe a place-
value chart. We will then practice writing fractions and
decimals from pictures.

Exit Slip: Students will complete an exit slip asking

them to write a fraction and decimal for a pictorial
representation given to them.

Resources: Math Makes Sense 4

C, CN, 2 Tenths and Daily Question: Students will complete a daily question Observations
R, V] Hundredths about the previous day, it will most likely be similar to Conversations:
the exit slip. Student
Activity- Review Game: Students will pair up and play a conversation
review game using concepts learned the day before. (I Whole group
may split the class for this. I will do a thumbs up check. conversations
For those who feel they need more direct help, they will Products:
work with me and go over practice questions. For those Review game
who feel they have it, they can play the game). Students Practice
will start with matching and then they can play go fish. questions
Direct Instruction: As long as everyone is feeling okay, Exit Slip
we will move on to looking at fractions and decimals
related to hundredths. Again, we will use base ten blocks
to show fractions and how they relate to decimals. We
will then go through practice problems for the remainder
of the period.

Exit Slip: Students will complete an exit slip asking

them to write a fraction as a decimal and a decimal as a
fraction.
Resources: Math Makes Sense 4

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

C, CN, 3 Daily Question: Students will complete a daily questions Observations

R, V] about the previous day, similar to the exit slip. Conversations:
Relate decimals to fractions and fractions to decimals (to hundredths).

Activity- Review Game: We will do the same thing as Student

the day before but now we will include tenths and conversation
hundredths in the games. Students can choose to play Menu creation
the game and practice or have some more direct help if conversation
they are feeling lost. Products:
Daily Question
Menu Time! Students have previously designed their Review Game
food trucks for this project including making a name, Menu Creation
logo, slogan and design for the outside of their trucks. Exit Slip
Now that students have an understanding of the
formation of decimals, students will have the remainder
of the period to brainstorm different food items they will
2.

need for their tacos in their food trucks. They will

finalize their lists and identify a price for their food
items. I would also like students to write their price
(decimal) as a fraction.
Exit Slip: List 5 items that are on your menu along with
their prices. Also, name anything you might be
struggling with so far.

Resources: Teachers pay Teachers (2)

[C, CN, 4 Daily Question: This will be a daily question asking Observations
PS, R, V] Addition of students to represent a fraction pictorially and as a Conversations:
Decimals decimal in the tenths. The second question will ask Student
(tenths) students to write a fraction and decimal given a pictorial conversation
representation. Whole group
Direct Instruction: We will start to look at adding conversation
fractions. We will look at an example and brainstorm Products:
how we could add the two numbers together. I will Daily question
demonstrate using base then blocks and “regular” Practice
addition. We will also look at left to right adding and Problems
possibly through a number line. We will practice for the Exit slip
rest of the period. I will provide a worksheet for students
to complete if they feel they are ready to try on their
own. If students are struggling, I will have an extra help
group while the other students work.

Exit Slip: Will be an addition question

Resources: Math makes sense

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

C, CN,
1. Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: • using personal strategies to determine sums and differences
5 Subtraction of Daily Question: This will be a daily question asking Observations
PS, R, V] Decimals students to add decimals (tenths). There will probably be Conversations:
(tenths) two questions Student
Review Activity: Students will pair up and play Tic-Tac- conversation
Toe review game. This will allow them to practice Goup
adding decimals. conversation
Direct Instruction: We will start subtraction of decimals Products:
(tenths). We will look at a few numbers and estimate the Daily Question
answer. We will then go through and actually solve the Review Game
problem. We will use base ten blocks, and “regular” Practice
subtraction. We will spend the rest of the class Problems
practicing. As with addition, students can have practice Exit Slip
problems to work on or they can come for further direct
instruction.

Exit Slip: Will be a subtraction question

Resources: Teachers pay Teachers, Math Makes Sense

C, CN, 6 Addition and Daily Question: This will be one addition and one Observations
PS, R, V] Subtraction of subtraction question. Conversations:
decimals Review Activity: Students will play the same Tic-Tac- Student
(hundredths) Toe game as the day before but now the questions will conversation
be subtraction. Group
Direct instruction: we will now use our knowledge of conversation
addition and subtraction of decimals to the tenth spot Products:
and apply it to the addition and subtraction of decimals Daily question
to the hundredth spot. We will use money to do these Review Game
calculations and will do tons of practice as a class. There Practice
may be a practice sheet used if time allows. questions
Exit Slip
Exit Slip: This question will be two questions, one
addition and one subtraction.

Resources: Teachers pay Teachers. Math Makes Sense

C, CN, 7 Addition and Daily Question: This will be an addition and subtraction Observations
PS, R, V] Subtraction question Conversations:
practice Review Activity: Students will use the menus they Student
created for their taco trucks and practice addition and conversation and
subtraction of decimals. Students will partner up and group
bring their menus so that their partners can create their collaboration
own tacos. Partner 1 will use partner 2s menu to create a Products:
taco they would eat. Partner 2 will then need to calculate Daily Question
how much that taco would cost. Then, they will switch Review Activity
roles: Partner 2 will use partner 1’s menu to create a taco Exit Slip
they would eat. Partner 1 will then calculate the total for
that taco. This will go back and forth until the end of the
period.

Exit Slip: Students will create one taco from their own
menu and calculate the total

Resources: Teachers pay Teachers

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Demonstrate an understanding of area of regular and irregular 2-D shapes by: • recognizing that area is measured in square units C, CN, 8 Taco Truck Activity: Students can use the class to create 5 tacos Observations
PS, R, V] Tacos from their menus. They will include a taco with 4 Conversations:
ingredients, 5 ingredients, 6 ingredients and then two Student work
specialty tacos. Students will need to calculate the total Products:
price of each taco. (This will be handed in for marks) Taco Creation
Extra Time: If there is remaining time, students may and Calculation
design what their menu will look like. They will put
their tacos and ingredients up and possibly include art as
well.

Exit Slip: This will ask students to name one thing they
have really understood and excelled at and one they
think they might still need some help or more practice
with.
Resources: Teachers pay Teachers
[C, CN, 9 Perimeter Review: What is perimeter? Do a couple of questions Observations
ME, PS, review and Area for an example. Conversations:
R, V] intro. Activity: We will be looking at covering shapes to find Student
the area of the shape. I will have 4 or 5 shapes laid out conversation and
on the floor using masking tape. Students will then collaboration
receive either playing cards or sticky notes and they will Group
need to estimate how many units it will take to cover the conversation
1.

shape. They will then use the manipulative to cover the Products:
shape and they will need to come up with a number. We Activity
will go around to each shape and each group will Exit slip
explain their answer and justify why they came up with
it.

Exit Slip: Estimate the area of an outline using pattern

blocks
Resources: elementary and middle school mathematics
text
[C, CN, 10 Calculating Daily Question: Estimate the area of the given shape Observations
ME, PS, Area using pattern blocks Conversations:
R, V] Direct Instruction: We will go over some examples as to Student
how to calculate the area of a shape. We will look at conversation and
simply counting the shapes or multiplying the sides. collaboration
Activity: Students will get into pairs and play a dice Group Activities
game which allows them to create rectangles in order to Products:
find the area of them. They will each role two dice, one Activity and exit
will be the length and the other will be the width. They slip
will then draw them on grid paper and calculate the area.

Exit Slip: exit slip that will have students calculate the
area of a regular and irregular rectangle

Resources: Teachers pay Teachers

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

[C, CN, 11 Area and Units Direct Instruction: We will go over what units mean for Observations
ME, PS, area. We will discuss cm and m and will do lots of Conversations:
R, V] practice questions as a group in order to make sure Student
students have a good grasp on the concepts. conversation
Students will work on a worksheet independently in Whole group
order for me to formatively assess where they are at conversation
with area. Products:
Worksheet
Exit Slip: Students will complete an exit slip asking Exit Slip
questions using cm and another with m.
Resources: Math Makes Sense
[C, CN, 12 Taco Truck! Daily Question: Students will complete a daily question Observations
Demonstrate an understanding of area of regular and irregular 2-D shapes by

ME, PS, about calculating area using units Conversations:

R, V] Activity: Students will have this period to work on their Student work
taco truck. They will start by laying out the base of the Products:
truck. This will be like the bird’s eye view. They will Taco Truck
need to include specific items in their truck and will
need to calculate the area of those items. If time permits,
students will then start to design and lay out the sides
and roof of their trucks. It will be known that this will be
handed in so all work should be shown.

Resources: Teachers pay Teachers

[C, CN, 13 Taco Truck! Activity: Students will have the rest of the period to Observations
1.

ME, PS, keep working on the design and calculations of their Conversations:
R, V] taco trucks. Student work
Products:
Taco Truck

Resources: Teachers pay Teachers

[C, CN, 14 Taco Truck! Activity: Students will have the period to finish up the Observations
ME, PS, inside and outside of their taco trucks. Conversations:
R, V] Student work
Products:
Resources: Teachers pay Teachers Taco Truck

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Assessments
Graffiti Daily Daily Skill Based Taco
Title Exit Slip
Learning Wall Observations Question Tasks/Projects Truck
Outcomes Type
(Formative/S Review F F F F/S S
ummative)
Weighting - - - - 10 90

Represent and describe decimals

(tenths and hundredths), concretely,   
pictorially and symbolically

Relate decimals to fractions and

  
fractions to decimals (to hundredths)

Demonstrate an understanding of
addition and subtraction of decimals
(limited to hundredths) by: • using
personal strategies to determine
  
sums and differences
• estimating sums and differences
• using mental mathematics
strategies to solve problems

Demonstrate an understanding of
area of regular and irregular 2-D
shapes by: • recognizing that area is   
measured in square units
 3

Subject Area Math

Grade Level 4
Topic Decimals/ Perimeter and Area
Length of Unit (days) 14
3
 3

Grade Level 4
Topic Decimals/Perimeter and Area
Length of Unit (days) 14

Assessment Tool Overview

Assessment
Assessment Assessment OF
Assessment Tool Brief Description FOR
AS Learning Learning
Learning
The graffiti wall is being used as a pre-assessment tool in
order to determine what the students remember from
fractions. Each sheet of paper will have a heading that
relates back to what they learned in their previous
fractions unit. The information that the students provide
Graffiti Wall under each heading, will help aid in the guidance of
following lessons. If there is a lack of prior knowledge in
one area, then that topic may need a more extensive
review. This assessment tool is assessment FOR learning
as it will determine what the students already know, and it
will inform us on what the students need to know.
Daily observations will used as a formative assessment
tool in order to track student progress. This will be done
through either strict observation but will also include the
Daily Observations
writing of anecdotes on occasion. This will be assessment
FOR learning as it will provide information as to how
students are grasping each concept.
The daily question is being used for multiple reasons.
Firstly, it acts as a review of the previous days concept or
idea. It also allows students to see the connection between
the lessons. It also acts as a way for me to formatively
assess how well students grasped the concept from the
Daily Questions previous day. This will mainly be used as an assessment
FOR learning for that reason. However, this can also be
used as assessment AS learning because it will allow
students to see how well they are doing with the concepts
and allows them to think about how they could improve
from where they are to where they would like to be.
Exit Slips The exit slips are similar to the daily question in the sense
that it allows for me to see where students are in their
understanding of a concept. The main difference is the
timing as to when students will complete them. They are
given at the very end of a period in order to get an
immediate idea of student progress. The daily question is
more of a review and assessment after students have had
time to digest the concept. This is assessment FOR
learning because I can monitor student progress. It is also
assessment AS learning because students can get an idea
 3

of how well they understood the lesson and make a

decision as to how they will proceed, whether that’s
asking for more help or just doing more practice on their
own.
Skill based tasks and projects will be used for students to
practice and perfect the skills they learn from each lesson.
They will be a way for students to show what they know,
help out their peers and seek extra help if necessary.
These will include things like practice sheets, games and
Skill Based whole group activities. They will be used as assessment
Tasks/Projects FOR learning as it will allow me to see how well students 
are grasping concepts. It will also be assessment as
learning because students can think about their thinking
and progress as we work through the lessons. It may also
be assessment AS learning if I decide to take some in for
a grade.
The Create Your Own Taco Truck is going to be the final
assessment for this unit. As we progress through the unit,
students will gradually work on bits of this project and it
will be handed in as a whole for a summative assessment.
I have chosen to weave it in because this way, students
will have lots of opportunity to practice their skills before
completing the project, but it also allows for the
information to stay fresh in their minds. This will be
Taco Truck
assessment FOR learning as it will allow for me to see 
how well students grasped all aspects of the unit or if
there are parts that I need to go back and reteach. It will
also be assessment AS learning because students will do a
self-assessment on their project and their effort towards
the project. Finally, it will be assessment OF learning
since the project as a whole will be graded upon
completion.
3
 3

Subject Area Math

Grade Level 4
Topic Decimals/ Perimeter and Area
Length of Unit (days) 14
Differentiation, Accommodations, & Modifications
Unit
Differentiation: For students who may struggle with math, they can do less questions when it comes to task-based learning. They
will also be placed with partners who are at a similar strength as they are when playing games or working with pairs.

Accommodations: Accommodations will be provided as necessary

Modifications: Modifications will be made as necessary

Assessment
Differentiation: For the calculations regarding finding area, students will complete fewer calculations. They will also complete
fewer decimal-fraction comparisons.

Accommodations: As necessary

Modifications: As necessary
3