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Unit of Instruction Outline

Geometry: Grade 6

EdTech 506 by Jen Crook

1. Unit Goals (long rangehow does this unit fit with year-long goals?)
The overall goal of this unit is to meet Common Core Standards for geometry in sixth grade
mathematics. After reviewing this unit of instruction, students will be able to solve real-world
mathematical problems involving area, volume, and coordinate planes.

2.

Specific ways to relate goal(s) to curriculum

Three broad lessons will teach the following concepts over the period of 6-8 weeks. Each large
lesson will incorporate several mini-lessons. The main lesson concepts will address each of the
following Common Core Standards with shorter mini-lessons and activities to correlate.
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CCSS.Math.Content.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons. Apply
these techniques in the context of solving real-world and mathematical problems.

CCSS.Math.Content.6.G.A.2
Find the volume of a right rectangular prism. Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fractional edge lengths in the context of solving
real-world and mathematical problems.

CCSS.Math.Content.6.G.A.3
Draw polygons in the coordinate plane given coordinates for the vertices. Use coordinates
to find the length of a side joining points with the same first coordinate or the same second
coordinate. Apply these techniques in the context of solving real-world and mathematical
problems.

3.
Characteristics of the students for whom this unit is intended (needs in the cognitive,
affective, physical, and social areas)
This unit is intended for all sixth grade students as per Common Core Standards. Differentiated
instruction will be necessary to meet the needs of all students effectively.

4.
Students Present Level of Performance and Knowledge (Do the students have the adequate
knowledge to complete the unit successfully? What prerequisite skills must the students have to
complete the unit content? Include technology skills.
Based on previous experience in Grade 5 geometry activities, students should already know:
! Graph points on a coordinate plane
o Experience with number lines and coordinate planes

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o X and Y axis
Classify two-dimensional figures based on their properties
o E.g. rectangles have four sides
How to access assignments on the iPads
Basic computer and Internet skills (as per acceptable use agreement)

5.
Classroom Layout and grouping of students (Where will the learning take place? How will the
room be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.)
Learning will take place in a traditional synchronous classroom setting and based on the needs and
desire of the teacher. Some activities will require groups to work together so desks formed in small
tables of four students would be ideal. Group size and individual activities will vary from lesson to
lesson. Students will need access to iPads.

6.

Introductory procedures (How will you introduce the unit and the goals?)
I will introduce this unit of instruction by diving students into small groups of 3-4 students. Each
group will be given a container of Duplos (larger Legos). Students will be instructed to work
together to build a unique 3-dimensional object. At the end of the building activity, students will
write in their math journals how they could best determine the size and area of the object they
built. The answers will vary and will allow students the freedom to explore how they could measure
without having any prior knowledge to area and volume. This activity should be repeated at the end
of the entire unit of instruction giving students the opportunity to apply their knowledge and reflect
on the information they have acquired during this unit.

7.
Materials and media (any resource, persons or materials: be as specific as possible. Identify
resource, its availability, how it is to be used and why.
This unit of instruction will vary in resources.
! A SmartBoard will introduce topics and allow students to interact with objects and problems.
! SmartExchange for lesson ideas
! iPads will be the primary means for assignment practice, instructions, and submission to
teacher.
! Duplos to build in introductory activity and concluding activity.
! Myuen.org (Utah Education Network of which I am a part of) for lesson ideas and state
standards.
! Jing screen-capture tool to capture images to be used in the lessons
! Adobe Photoshop Elements 12 and Fireworks for lesson creation and graphic creation
! Math journals (composition notebooks to record math reflections)
! Minecraft.edu online game to build and play with virtual Legos
! Jeopardy game board via SmartExchange or PowerPoint.
! Mastery connect is an online resources of assessments and how each assessment question
directly ties to a standard. This is a valuable resource as it is able to directly pinpoint the
standard students have the most difficult with and reteaching can be very targeted.
8.

Visuals: Identify what you will be creating and use, their purpose, and design.

The following examples are graphics I will create to correlate with each lesson (these are in no
particular order).
! Geometry in Art graphic examples: To show the broad range of geometry in the world around
us, students will create art projects with geometric graphics
! Nets graphic- A net is the shape that is formed by unfolding a three-dimensional figure. In other
words, a net is composed of all of the faces of the figure.
! Lego images to introduce introductory activity.
! Polygon graphic examples as we discuss polygon shapes
! Map Graphic (coordinate plane example) to illustrate how we use coordinate planes in real life
! Area formula graphic to help students learn and remember the formula
! Volume formula graphic to help students learn and remember the formula
! Coordinate plane graphic example of what a coordinate plane is
! Area of triangle can be found by dividing a rectangle or square in half (create a graphic to
illustrate)
! Amusement park graphic for a coordinate plane activity
9.
Assessment and evaluation of learner understanding (Identify the methods the teacher will
use to identify student learning levels and needs. Describe when these will be used during the unit)
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Summative assessments: As per our school district data collection, each lesson will have a
corresponding pre and post-test. Pre and post-test data will reveal the level of success in
teaching and learning.
3-5 times/weekly Formative assessments: Journal reflection activities, daily work assignments,
Jeopardy-style games, and Socrative exit quizzes. Socrative exit quizzes will guide teacher in re-
teaching needs and opportunities.
Daily Informal assessments: The teacher will wander and ask inquiry questions. Teacher will use
small-group and independent work time to re-teach to those not understanding the concepts.

10.

Relate assessment instruments to the outcomes stated in the goals.

Assessments will vary and occur frequently as each lesson is developed throughout this course.
Students simply need to master the standards and I will assess frequently to show this mastery. The list
below is not comprehensive and will evolve as the lessons are created.
After this unit of instruction, students will be able to:

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Find the area of the Lego creation.

Find the volume of the Lego creation.
Measure and calculate volume of 5 classroom items
Socrative exit quizzes (daily)
Jeopardy review game
Amusement park activity (coordinate plane example)

By directly examining pre and post-test data and comparing to other teachers data, I will be able to
Asses if this unit of instruction met these objectives. I will then be able to assess its effectiveness
and modify the lesson activities accordingly.

11. Resources to remember:
Lego Interactive Graphic System
Using 3D Computer Graphics

Teachers Pay Teachers

My UEN.org

Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html