Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath

Understanding by Design

Unit Cover Page

Unit Title: __ Perimeter Area and Volume__ Grade Levels: _______5th_______

Topic/Subject Areas_ Using Perimeter, Area, and Volume Practically______

Key Words: Perimeter, Area, Volume, Practical Use, Real Word Use _____

Designed By: ____Lyssa Heath___________ 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 practical daily applications of perimeter, area, and
volume that exist in the real world. The primary goals of this unit are: students will
understand that perimeter, area, and volume are mathematical concepts that are used
by real world professionals and when to solve for either the perimeter, area, or
volume. Other goals include knowing the formulas for the area, perimeter, and volume
of the rectangle, circle, square, and triangle and recognizing key words that specify
area, perimeter, and volume. Throughout the unit the student will demonstrate
understandings of substitution in formulas, correct application of formulas, key terms
that distinguish between perimeter, area, and volume, professional jobs that use area,
volume, and perimeter and the formulas for the perimeter, area, and volume of the
circle, square, rectangle, and triangle. Different forms of instruction are implemented
such as whole and small group instruction, differentiation based on learning styles, and
cooperative learning groups.

Unit design status: Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task Completed rubrics

Directions to students and teacher Materials and resources listed

Suggested accommodations 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: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath
STAGE 1 – DESIRED RESULTS

Unit Title: Perimeter, Area, and Volume

Established Goals: 5.8- The student will

a) solve practical problems that involve perimeter, area, and volume in standard units of measure; and
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:

• Perimeter, area, and volume are practically
used in daily life by professionals and
other individuals.
• Only the perimeter, area, or volume may
be needed for a solution
• It is critical to be able to decide whether to
solve for the area, perimeter, or volume to • How do perimeter, area, and volume
find the correct solution for a problem.
• Why do we need to know perimeter, area,
and volume?
• Who uses area, perimeter, and volume in
their daily lives?
• Why don’t we need to solve for the
perimeter, area, and volume every time?
differ? How are they the same?
• How do area, volume, and perimeter
relate to each other?
• How do we decide whether we need to
solve for the perimeter, area, or volume?

Students will know: Students will be able to:

• Perimeter refers to the measure around an • Give personal examples of when they
object. Area refers to the measure of the needed to find the area, perimeter, or
surface of an object. Volume refers to the volume of an object.
measure of the capacity of an object. • Recognize the need to only solve for the
• Professionals practically use area, perimeter, area, or volume.
perimeter, and volume in their work. • Decide whether to solve for either
• Key phrases that specify volume, area, or perimeter, area, or volume.
perimeter. Outside edge=perimeter, how
much it holds=volume, across= area
• The formulas for area and perimeter of a
rectangle, circle, square, and triangle. P=
2l+2w, A=lw, P=2πr, A= πr2, P=4s, A=s2 ,
P=a+b+c, A=1/2 bh.
• The formulas for the volume of a
rectangular prism, sphere, cube, and
pyramid: V=lwh, V= 4/3πr3 , V=s3 ,
V=1/3Ah.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
• Northside Petting Farm- The mayor of • Short Quiz- five multiple choice questions
Norfolk has decided to add a petting farm that allows student to solve problems for
to Northside Park. Students must submit either the area, perimeter, or volume.
a design and layout for the petting farm
for the mayor to choose from.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath
•Rehab House- Students must decide • Geometry Speedster- Students will have
whether they need to solve for perimeter two minutes to write formulas for the
or area as a contractor changes the carpet, area, perimeter, and volume for as many
tile, and baseboards in a home. shapes as they can.
• YMCA pool- students will need to find • Homework- Students will complete five
out how much paint will be needed to word-problems by identifying whether the
refinish the bottom of two large pools at area, volume, or perimeter is desired and
the YMCA. They will also need to find by solving for it.
out how many galloons they will use to
refill the pool once the painting is
finished.
Student Self-Assessment and Reflection
• KWL Chart
• Exit tickets
• Students will review their work from the YMCA pool and Rehab house after grading and note
which concept they might need to go back and review again.
• Student will write a short essay about when they had to know the area, perimeter, or volume of
an object in their own life, how they solved for the area, perimeter, and volume, and how they
used the results.
• At end of the unit, students reconsider and answer one essential question in essay form.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
1. Students will complete the first two sections of a KWL Chart to show prior knowledge of
perimeter, area, and volume (National Education Association).
2. The teacher will present the topic hook by showing students two jars full of m&ms; one is short
and wide while the other is tall and skinny. The teacher will ask the students which jar would they
rather have and why? The teacher will tell students that at the end of class, they will discover
which jar has the most in it.
3. The teacher will introduce topic of perimeter, area, and volume by showing them “I Kick It” by
Andrew Austin. https://www.youtube.com/watch?v=IAcJykxnFdI (Austin, 2018).
4. The teacher will state the standard, student objectives, and explain learning goal 1: Reviewing
Area, Perimeter, and Volume.
5. Teacher will ask the essential question: “Why do we need to know perimeter, area, and volume?”
Students will Think, Pair, and Share their thoughts about question (Rutherford, 2015, p.104).
6. The students will play Formula Fanatics Game. As a group, students write as many formulas for
area, perimeter, and volume as they can in three minutes. A spokesperson from each group will
present and discuss formulas with class.
7. Before the end of class, the teacher will give students the dimensions of the jars and student will
solve for the volume of both and discover that they are equal. Teacher will pass out mini bags of
M&M’s and formula bookmarks to students.
8. At the beginning of class to review, students will play Geometry Speedster where individually
(identified students can work in pairs) they are given 3 minutes to write as many formulas for area,
perimeter, and volume as they can. The teacher will gather papers and use as a formative
assessment.
9. The teacher will model solving problems with the area, perimeter, and volume emphasizing units
for perimeter, units2 for area and units3 for volume. Students will complete their independent work
part 1 and solve for the area, volume and perimeter with the dimensions given in each problem.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath
Students are given the option to work in pairs or alone and are encouraged to use their formula
bookmarks if they are unsure about a certain formula.
10. Before leaving, the students will complete a written exit ticket answering the essential questions:
“How do perimeter, area, and volume differ? How are they the same?”
11. Teacher will introduce learning goal 2: Practical Application of Area, Perimeter, and Volume and
introduce key terms for distinguishing area, perimeter, and volume: outside edge, how much it
holds, across.
12. Teacher and students will solve several word problems about area, perimeter and volume before
students participate in Perimeter, Area, Volume Sort. The class is split into two groups who work
together to identify whether area, perimeter, or volume is needed in five different situations given
to each group by teacher.
13. Students complete independent work 2 and solve for either the perimeter, area, and volume in the
word problems by looking for key terms and drawing diagrams when needed.
14. Teacher will assign five word-problem homework that practices identifying whether to solve for
area, perimeter, and volume in word problem. Homework will be due on last day of the week.
15. At the beginning of class, the teacher will explain and assign Northside Petting Farm Project
which will be due on the second to last day of unit. Teacher will review rubric with class and give
each student one.
16. Teacher will ask the essential question: “Who uses area, perimeter, and volume in their daily
lives?” Students will play, “Numbered Heads Together” (Rutherford, 2015, p. 95). The teacher
will call on at least three numbers to answer the essential question.
17. The teacher will give students the work packet for the Rehab House Project which asks them to
help a contractor calculate the perimeter, area, and volume of flooring, carpet, cabinetry, and
HVAC System that needs to be replaced. Students will work in small cooperative groups based on
skill level to work on packet.
18. At the beginning of class, the teacher will ask students, “What questions do you have about the
Rehab Project?” Class will discuss any difficulty they are having, and students will continue to
work on and finish Rehab Project. Students of different talents and abilities may to pair together in
flexible grouping.
19. Before leaving class, students will turn in Homework and Rehab House Project.
20. At the beginning of class, the teacher will return the homework and Rehab House Project.
Students will review their grade and self-assess what areas they will need to review about area,
perimeter, and volume. Students can correct and resubmit Rehab House Project in class if desired.
21. Formative Assessment: Students will take Short Quiz. The teacher will grade the Short Quiz and
return to students before the end of class.
22. Teacher will assign YMCA Pool Project and students will work on it individually or in a group as
desired. Students will submit YMCA Pool Project before leaving.
23. At the beginning of class, the teacher and student will review YMCA Pool Project Grade and
correct and resubmit. Once students have finished, they may work on Northside Park Petting Farm
Project.
24. At the beginning of class, the teacher will introduce the Short Essay on using area, perimeter, and
volume in their personal lives. Students will work on it for the entire class period and submit at
end of class. Students can spend any extra time on their Northside Park Petting Farm Project
before submission.
25. At the beginning of class, the teacher will post the Essential Questions that were used throughout
the unit. The students will review them and pick one to answer in one paragraph. Students will
work on essay independently or paired as needed.
26. The teacher will close the unit by having the class complete the last section of their KWL Charts.

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

Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
• KWL • Geometry Speedster • Learning Goal 2/ Key • Explanation and • Question time
• Hook • Independent Work 1 Terms assignment of Northside • Continue working on and
• “I Kick It” Video • Exit Ticket • Perimeter, Area, Petting Farm Project turn in Rehab Project.
• Standards/ Learning Volume Sort • Numbered Heads • Homework is turned in
Goal 1 • Independent Work 2 Together/ Essential
• Essential Question • Homework Question
Discussion • Start Rehab House
• Formula Fanatics cooperative Groups.

6. 7. 8. 9. 10.
• Essential Question • Short Quiz • Review YMCA Grade • Short Essay • Essential Question
• Work on and Resubmit • YMCA Pool Project and and resubmit. • Northside Petting Farm Essay
Rehab House Project. submit • Work on Northside Project Due • Finish KWL Chart
• Review Short Quiz Petting Farm Project
Grade

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

 Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath
Northside Petting Farm Project Rubric

Task: Each student will design and submit a layout for a petting farm for Northside Park for the mayor of Norfolk to review. This
layout can be on poster board or paper, should include dimensions for at least five animal enclosures, and should be drawn as a
bird’s eye view of the petting farm.
CATEGORY Excellent Competent Needs Work Score
Student has the area, volume Student has the area, volume Student is missing the area,
Use of area, and perimeter for each of the and perimeter for all but one of volume or perimeter for two or
perimeter, and 40 pts minimum five enclosures on the enclosures on poster. more of the enclosures on
volume. poster. poster.
All work (including all used Some of the work (including Little or no work (including a
Shown work is formulas) is shown on attached most used formulas) shown on few used formulas) is shown on
attached. 40pts paper for all dimensions. attached paper for all attached paper for all
dimensions. One dimension dimensions. Two or more
may be missing. dimensions may be missing.
Project has five or more Project has four enclosures. Project has three or fewer
10pts
Number of enclosures. enclosures.
enclosures.
One or fewer spelling mistakes Two to four spelling mistakes More than five spelling
Spelling and 5ts on poster. on poster. mistakes on poster.
Grammar
Poster is turn in on or before Poster is one day late. Poster is two or more days late.
Timely 5ts due date.
submission

Comments:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Perimeter, Area, Volume Subject: Mathematics Grade: 5th Designer: Lyssa Heath

References

Austin, A. (2018, May 06). I Kick It! (a song about perimeter, area, and volume). Retrieved March 2,

2019, from https://www.youtube.com/watch?v=IAcJykxnFdI

National Education Association. (n.d.). K-W-L (Know, Want to Know, Learned). Retrieved March 2,

2019, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html

Rutherford, P. (2015). Instruction for all students. Alexandria, VA: Just ASK.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7