Unit

Plan Overview

Unit: Spatial Reasoning With 2D and 3D Figures

Connections to Context:
Previously, students developed formulas
for triangles, circles, quadrilaterals, and
regular polygons. This unit allows students
to use those formulas to model real-life
situations and images.
Students have been practicing geometric
modeling and its uses in the real world in
the previous unit, where students worked
with geometric transformations and
applications of those problems. Also,
practice problems provided by Mrs.
Murphy, the textbook, and myself,
demonstrate how perimeter, area, volume,
and surface area might appear in real life
scenarios. This unit will extend the ideas
they learned in middle school (basic area
and perimeter) and provide more realistic
applications.
East Grand Rapids High School believes
that it should enable each student to
navigate successfully in a global
community (egrps.org). When students
understand how to work with shapes and
how to use them to model real life
situations, and when they know how to
break down complicated figures into
something they recognize, they learn
problem solving ideas that they will be able
to use long after high school; they learn
how to break down a problem into its steps
until it can be understood.

(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals
Common Core
CC.9 12.G.GPE.7 Use coordinates to compute
perimeters of polygons and areas of triangles and

Stage 1- Desired Results

Teacher: Rachel Swierenga

Transfer
Students will be able to independently use their learning to
Identify situations when they can use composite figures to break down complicated shapes into shapes they are familiar
with
Use formulas to give perimeter/area/volume/surface area of geometric figures
Map shapes onto the coordinate plane and calculate their perimeter and area
Predict what cross-sections a solid will produce; work backwards given a net to predict what solid will be produced
Use correct vocabulary when analyzing a solid; use given criteria to create a solid; compare and contrast one solid from
each other using terms like faces/vertices/edges
Create a toy and describe its volume; describe what materials would be used and price it efficiently
Summarize a thought process or method for the class or a classmate
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Two-dimensional and three-dimensional figures model How much information they need to solve for dimensions
figures in real life
of figures
Composite figures can be broken down into shapes they How shapes they know are reflected and used in the world
understand and know how to work with
The simplicity of the formulas used to calculate things that
Mathematicians have derived formulas we can use to
could be complicated
solve problems
Future uses of perimeter, area, volume, and surface area
Solid geometry figures have names that refer to their
in calculus and physics (and, if applicable, how these ideas
characteristics
show up in a concurrent physics class)

Shapes can be drawn in the coordinate plane and the
(What thought-provoking questions will foster inquiry, meaning-
formulas from algebra and pre-algebra can be used to
making and transfer?)
calculate area and perimeter


(What specically do you want students to understand?
What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
How to use the Area Addition
Drawing and visualizing three-
An appreciation for the simplicity
Postulate to find the areas of
dimensional figures or nets of
and effectiveness of the formulas
composite two-dimensional figures
three-dimensional figures
An understanding of the different
methods that can be used and a
How to use composite figures to
Determining how to break a shape
estimate the areas of irregular
into figures for which they can find
respect for students who may work
shapes on graph paper
area/volume
differently than they do
How to create composite figures and Using basic algebra to substitute
The ability to work in groups and
analyze them
values into formulas (like the
collaborate effectively

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

rectangles, e.g., using the distance formula.

CC.9 12.G.GMD.1 Give an informal argument for the
formulas for the circumference of a circle, area of a
circle, volume of a cylinder, pyramid, and cone. Use
dissection arguments, Cavalieris principle, and
informal limit arguments.
CC.9 12.G.GMD.2 (+) Give an informal argument
using Cavalieris principle for the formulas for the
volume of a sphere and other solid figures.
CC.9 12.G.GMD.3 Use volume formulas for cylinders,
pyramids, cones, and spheres to solve problems.
CC.9 12.G.GMD.4 Identify the shapes of two-
dimensional cross-sections of three-dimensional
objects, and identify three-dimensional objects
generated by rotations of two-dimensional objects.
CC.9 12.G.MG.1 Use geometric shapes, their
measures, and their properties to describe objects
(e.g., modeling a tree trunk or a human torso as a
cylinder).
CC.9 12.G.MG.2 Apply concepts of density based on
area and volume in modeling situations (e.g., persons
per square mile, BTUs per cubic foot).
CC.9 12.G.MG.3 Apply geometric methods to solve
design problems (e.g., designing an object or structure
to satisfy physical constraints or minimize cost;
working with typographic grid systems based on
ratios)

21st Century Skills (from skills21.org)
Problem Solving: Experimentation of new and
familiar concepts while processing information until a
viable solution is reached.
Creativity & Innovation: Exploration of imagination.
Refining and improving original ideas.
Collaboration: Working together to share, advocate,
and compromise on issues critical to teams success.
Communication: The ability to properly read, write,
present, and comprehend ideas between a variety of
mediums and audiences.

distance formula) and to evaluate

How to find the perimeters and
those expressions
areas of regular or composite

figures in a coordinate plane
(What discrete skills and processes should
How to classify three-dimensional
figures according to their properties students be able to use?)
How to use nets and cross sections
to analyze three-dimensional
figures
How to use proper vocabulary to use
when referring to parts of three-
dimensional figures.
How to apply the formulas for
volume of prisms, cylinders, and
spheres, and surface area of a
sphere.
Describe how changing one
dimension affects other dimensions.
Be able to find volumes of composite
three-dimensional figures

(What values and commitments and
attitudes should students acquire or
wrestle with?)

(What facts and basic concepts should
students know and be
able to recall?)

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Stage 2- Evidence
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Evaluative Criteria
o Students will use formulas
correctly, work in a logical manner,
use correct units on
volume/area/perimeter/surface
areas
o Students will explain their
mathematic process if asked
(whether during homework review
or while working in groups)
o Students will be able to articulate
their thought process clearly and
apply it to the problem at hand
not just read steps out of the notes

Students will show their learning by

PERFORMANCE TASK(S):
Work out examples in their notes and respond when prompted
Complete homework worksheets/pages from the textbook (alone or in small groups), and will explain their processes
when asked why they did what they did
Complete a Composite Volume project to pull together ideas of the first two lessons with the three-dimensional work
from the last three lessons
Demonstrate an understanding of their process when, during homework review each morning, I ask a student who
understood the problem in question to explain what s/he did to the students
Students will complete learning checks after each lesson that I will check for accuracy before students are allowed to
begin their homework
Complete problems on a traditional quiz and end-of-unit test

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(What criteria will be used in each assessment to

evaluate attainment of the desired results?)
o Identify situations where composite
OTHER EVIDENCE:
figures can be used to find area/
Students will take note of, and use when asking questions and on homework, proper vocabulary/terms and concepts
perimeter/volume/surface area; know
Students will work on the appropriate activity and be able to explain what they are doing when they are asked
how to use formulas to find that
(classwork)
area/perimeter/volume/surface area

Students will participate in class discussion of concepts and will aid in working out examples
o Know how to name solid figures based

on their properties
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
o Be comfortable using algebra to solve
for unknown values
o Be able to explain a process to a
struggling friend

(Regardless of the format of the assessment,
what qualities are most important?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

Pre-assessment
Before I begin teaching area and perimeter of composite figures, I will add general shapes to the students warm ups, which are sent to a Google doc
to be looked at. This will let me see how well they remember the formulas they learned in middle school (area/perimeter of squares and
rectangles; maybe triangles) that we will be using in the next lesson. During the first lesson, I will walk around and spot check their
knowledge of formulas and geometric shapes. I will pre-assess strengths with algebra and substitution by looking at previous
quizzes and tests, and I will have the students calculate numbers as a group so I can see if anyone is having calculation
difficulties.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
Learning Events
Progress Monitoring


(How will you monitor students progress toward
Student success at transfer, meaning, and acquisition depends upon their participation in these learning
acquisition, meaning, and transfer during lesson
events
events?)

o
Ask
t
he
c
lass
q
uestions
a
bout
t
he
c
ontent
o Solving warm up problems to recall and enforce previously-learned concepts and to prepare
during the lesson
students for the days lesson
o Have the students provide answers and
o Taking notes on vocabulary, formulas and equations, and processes used in example questions
subsequent steps to problems during the
o Working in two and three dimensions to expand upon previously learned information and formulas
lesson (while explaining why they are right to
o Engaging in lesson checks after the lessons to check understanding of the concepts
further cement their answers)
o Work in groups to emphasize importance of helping one another with a difficult concept as well as
o During homework review each morning, ask if
another student who understood the problem
the need to express ideas verbally and mentally (if a student can explain a concept to a struggling
in question nan explain his/her thought
friend, the student will understand that concept better in the future and remember it)
process
o Collaborate with a partner to work on a Composite Volume project and create a new toy to
o
Have students complete lesson checks
demonstrate real-life applications of volume
(checked for accuracy by the teacher) before

they work on their homework.

o Students complete homework (or worksheets

assigned as classwork, and if unfinished

during class, homework) that will be checked

for completion

(How will students monitor their own progress

toward acquisition, meaning, and transfer?)

o
Students are able to practice a skill by working

problems out in their notes along with the

lectures and identifying their solutions for the

class.

o Students homework is checked (for

completion) and they have the opportunity to

(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

o
o

go over answers to any confusing problems at

the beginning of the period.
Students will be asked to explain their
classwork
Students will have a rubric for their project

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

o
o

o
o
o
o

(What are potential rough spots and student

misunderstandings?)
Students might forget or use an incorrect
formula
Students could solve half of a problem by
figuring out part of a figures
area/perimeter/volume but not add on the
rest of the figure
Students could get confused on units (in2, cm3)
Students could measure very loosely, which
would cause inaccuracy when they need to use
those measured numbers to solve problems
Students might struggle with visualizing from
2D to 3D
Students confuse shape vocabulary (in
particular, concept of slant height)

(How will students get the feedback they need?)
o Students will receive answers to homework in
class and a completion grade for what they did
at home. They also have a solutions manual
online so they can assess their understanding
o Students will take a traditional test this test
will be graded
o Students will take a unit quiz and receive
graded feedback in a timely manner (within
the next two days)
o Students may be called upon to explain their
process for solving a homework problem; they
receive formative feedback as they explain
their ideas

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum