Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

Understanding by Design

Unit Cover Page

Unit Title: Understanding Mathematical Measurement Grade Levels: 5th Grade

Topic/Subject Areas: Math/Measurements

Key Words: Perimeter, Area, Volume, Mass, Metric, U.S. Measurements, Formula

Designed By: Olivia Shedd Time Frame: 2 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This 2-week unit plan focuses on Math SOL standard 5.8 which specifically identifies
measurement using metric and U.S. customary units, as well as recognizing,
differentiating, and solving area, perimeter and volume with formulas. This unit uses
hands on learning application, small group interaction, station work, individual
assessment, and guided learning to teach and assess the student’s understanding of
content material. Throughout the unit, the student will have the opportunity to take the
in classroom instruction to their own homes and environments to practice applying
real-world situations. In addition, the students will perform a large summative
assessment that uses real-world application to assess the understanding of the student.

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

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x 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: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

STAGE 1 – DESIRED RESULTS

Unit Title: Understanding Mathematical Measurement

Established Goals: (VA SOL Fifth Grade Math Standard 5.8)

The student will
a) find perimeter, area, and volume in standard units of measure;
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;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using
U.S. Customary and metric units.

Understandings: Students will understand that… Essential Questions:

 The concept of perimeter, area and volume as 1. What is the use of measurement?
standard units of measure that have different 2. What kind of instances would we use perimeter,
meanings. area or volume to measure?
 Mathematical measurement is used to solve 3. Why do we estimate measurement?
problems by using two types of measurement: U.S. 4. What instances would we estimate measurement
Customary and metric units over using exact measurements?
 There are specific uses and instances for using 5. How do we differentiate between measurements?
perimeter, area and volume as measurements. 6. What is the difference between metric and U.S.
units?

Students will know: Students will be able to:

 How to use the formula for perimeter, area and
volume
 How to recognize the different tools for
measurement
 The difference between U.S. and metric units
 How to estimate in measurements
 Different situations in which to use area, perimeter,
and volume for measurement
 Specific differences in use and size between
measurements
 Describe the differences between volume, area and
perimeter.
 Use measurement tools such as a yard stick, scale,
ruler, and meter stick
 Correctly show steps to measure using area,
volume, and perimeter to solve problems
 Describe the differences between U.S. and metric
units
 Define when to use volume, area, or perimeter in
measurement

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

*G.R.A.S.P. assessment: Students will use
measurement skills to play the role of an architect
assisting an interior designer with the decorations,
layout, and design of a room.
Activity 1: Students will compare metric and U.S.
measurements in an experiment using
manipulatives. They will work in groups to decide
which units of measurements would work best for
certain prompts/examples/scenarios given.
Activity 2: Student will make new signs and table
covers for their tables that will require them to use
centimeters, inches, feet, and yard measurements
to create.
Homework: Students will take a fill-in-the-blank
quiz where they will record definitions of terms
such as mass, weight, volume, area, and perimeter;
as well as determine the freezing point, boiling
point, and body temperature in both Celsius and
Fahrenheit degrees.
Homework: Students will be given different
scenarios and will have to determine if they should
measure the perimeter, area, or volume. They will
identify in the scenario if the application of these
measurements would be appropriate. Then they
will give a short written or oral answer as to why
they determined their answer.
Quiz: Multiple-choice quiz on SOL 5.8

Quiz – See attached

GRASP activity: See attached

Student Self-Assessment and Reflection

1. Students will take time to journal reflections and observations they had during the lessons

2. Students will fill out a crossword puzzle with key terms

3. Students will complete an exit ticket where they write down three to five key terms they can
remember from the lesson from the day

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

This unit plan on Math SOL 5.8 is designed in a systematic order that covers all areas of
measurement in this standard. After a lesson is taught and new material has been presented, the students
will take place in some sort of formative, summative, or self-reflecting assessment. After each lesson,
students have opportunities to be assessed in individual work as well as in group work. This way, all
types of learners have a chance to comprehend material. The final G.R.A.S.P. is introduced early in the
unit so that students can begin the brainstorming process from the very beginning. Once the final
summative assessment is completed, students will have a chance to share their work and take pride in
their achievement.

*Differentiation is incorporated and used for lower and advanced learners in steps 10, 13, and 20.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook: Students will complete a crossword puzzle with key words of unit plan and have to guess/determine at the
end what the common theme is of all words found.
2. Teacher will introduce SOL standards and give a broad overview of unit plan to students.
3. Teacher will introduce final, summative assessment and explain how the components in the unit plan will be
giving students the tools and information to complete the final assessment.
4. Student will complete pre-assessment: “Which is Which?” – Students have to decide if pictures shown on smart
board are indicating the measurement of area, perimeter, or volume. Next students will organize their prior
knowledge, if any, on K-W-L chart. Teacher will make one large one at the front of class while students complete
individual ones quietly. Teacher will then gather data from classroom about what the students already know
regarding measurements.
5. Teacher will present lesson and first two essential questions: “What is the use of measurement?” and “What
kind of instances would we use perimeter, area or volume to measure?”
6. Students will complete individual responses by using the Frayer model graphic organizer to differentiate between
area, perimeter and volume in their own words.
7. Students will decide what areas of the classroom they could renovate by using measurements of area, perimeter,
or volume. Teacher will create list of ideas and materials that the class will need.
8. Teacher will introduce the ways and formulas in which to measure area, perimeter, and volume. Teacher will
model how the formulas work by using measurements determined from the classroom, items in classroom, and
entire school.
9. Students will work in teams at stations, one each for area, perimeter, and volume, and will have to determine how
to measure small items using the formulas learned using a yardstick and ruler (inches and centimeters).
Students will record their result and carry them with their team to each station. Teams will then check their work
and results at the end of station work.
10. Students will then work individually to complete question and answer worksheet, determining if the
measurement of area, perimeter, and volume is correct and applicable to the situations provided. They will then
write one sentence explaining their reasoning. *Differentiation: lower learners will be given formulas for reference
while advanced learners will not. If advanced learners are not being challenged, they will be given the option at
the end of the worksheet to draw and create their own situations to measure and prove why they should measure
in that way.
11. Teacher will give instruction on differentiating between U.S. customary and metric system of measurement.
Teacher will give examples of tools to use for either system and demonstrate how to measure with both. Lesson
will also include introduction to terms such as mass, weight, Fahrenheit, Celsius, boiling point, and freezing
point for each.
12. Students will work in small groups to complete step #7. Teacher will provided appropriate materials for each
group to complete hands-on activities by using the formulas for area, perimeter and volume, as well as
measuring tools such as ruler, yardstick, and meter stick.
13. Students will complete fill-in-the-blank (formative assessment) quiz regarding terms learned in step #11.
*Differentiation: lower learners will be given a word bank (with more than enough words) to choose from,
advanced learners will not be given word bank.
14. Exit ticket: students will write as many terms as they can remember from the lessons thus far in 30 seconds to 1
minute.
15. Teacher will teach lesson and address essential questions: “Why do we estimate measurement?” and “What
instances would we estimate measurement over using exact measurements?”
16. Students will fill out worksheet in which they have to determine which scenarios should have an estimated
measurement and which should not. Students will write one to two sentences explaining their reasoning.
17. Teacher will re-introduce final summative assessment (G.R.A.S.P.) and have each student reflect in their journals
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

5-7 unique aspects they want to include in their final assessment. This is Stage 1 of completing their G.R.A.S.P.
18. Teacher will give a final review lesson/Power Point while re-addressing K-W-L chart to tie up any loose strings.
19. Students will take multiple-choice quiz on content learned in the unit. (SOL 5.8)
20. Students will complete Stage 2 of G.R.A.S.P. by beginning to organize their content and designing a new interior
design, complete with measurements, formulas to find those measurements, and their reasoning behind their
designs. *Differentiation: lower learners will be given a reference page of formulas and terms to assist their
planning while advanced learners will not. In addition, if advanced learners finish early, they will be paired with a
lower learner to help explain anything they do not understand.
21. Students will work in groups, “think-pair-share,” to finalize their summative assessment and get peer critique.
They will then complete their assessment by checking spelling, grammar, formulas, numbers, and measurements
used. This is Stage 3 of their G.R.A.S.P.
22. Students will turn in G.R.A.S.P. assessment to the teacher.
23. Teacher will pick some final assessments to be presented to the entire class from the “Author’s Chair”. A second
option can be to have smaller groups gather and each share their final interior plans. This way every student will
have the chance to share their work with their peers.
24. Teacher will close out unit by demonstrating a “real-life” interior design of a room in his/her house. The teacher
will demonstrate measurements used in the design.

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

Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 10 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

1. Hook activity: 5. Teacher will teach 8. Teacher gives 10. Students will 12. Students will
Crossword puzzle lesson and address lesson on formulas complete worksheet complete activity #7
2. Teacher introduces first two essential for area, perimeter, on real-world in independent
SOL standards for questions. and volume by scenarios of area, groups monitored
the unit. 6. Students will modeling in perimeter, and lightly by the
3. Teacher will complete Frayer classroom. volume. teacher.
introduce final model graphic 9. Students will work 11. Teacher will give 13. Students will
summative organizer. in stations to lesson on U.S. complete fill-in-the-
G.R.A.S.P. 7. Students will explore and use customary and blank worksheet
assessment. explore classroom formulas for hands- metric units of using terms learned
4. Students will for renovations and on objects. measurement; on Thursday in step
complete pre- how measurement students will #11.
assessment: could be used. explore using tools 14. Students will
“Which is Which?” (teacher provided by teacher complete exit ticket
and “K-W-L” chart buys/provides and determine how on terms learned in
materials) they will complete week one.
step #7.
6. 7. 8. 9. 10.

15. Teacher will give 17. Stage 1 of
lesson on
estimating
measurement and
address essential
questions 3 and 4.
16. Students will
complete worksheet
with scenario using
estimated
measurements.
20. Stage 2 of 21. Stage 3 of 23. Teacher will use
G.R.A.S.P.: G.R.A.S.P.: G.R.A.S.P.: “Author’s Chair” or
Teacher will re- organize their Students will work small groups for
introduce final content and in groups, “think- students to share
summative designing a new pair-share,” to their final
assessment and interior design, finalize their assessments with
have each student complete with summative their peers.
reflect in their measurements, assessment and get 24. Teacher will close
journals 5-7 unique formulas to find peer critique. They out unit by showing
aspects they want those will also correct any a picture of a room
to include in their measurements, and spelling, grammar in her house of

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

Design Topic: Measurements Subject(s): Mathematics Grade: 5th grade Designer: Olivia Shedd

final assessment. their reasoning or formatting errors. choice and how she
(Can be finished on behind their 22. Students will turn in has designed it
Wednesday as part designs. G.R.A.S.P. using
of Stage 2) assessment to the measurements.
18. Teacher will give a teacher
final review
lesson/Power Point
while re-addressing
K-W-L chart to tie
up any loose
strings.
19. Students will take
multiple-choice quiz
on content learned
in the unit. (SOL
5.8)
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

*Rubric attached to Virginia Studies Unit plan

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