Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

Understanding by Design

Unit Cover Page

Unit Title: ____Mix It Up with Measurements!_______ Grade Levels: _5th_

Topic/Subject Areas: __Measurements / Math______

Key Words: ___measurement, area, perimeter, volume, metric, U.S. Customary____

Designed By: ____Martha Martin_______ Time Frame: ____Two Weeks_______

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

Brief Summary of Unit:

“Mix It up with Measurements!” prepares students to properly measure two-and-three-

dimensional shapes. Students will learn which appropriate tool to use for measuring for both
US Customary and Metric Systems. Students will calculate and comprehend Perimeter, Area,
and Volume and correctly interpret which units to use and how to write them for each answer.
Students will correlate the information and details they learn for each measurement with the
appropriate unit and logically estimate how both standards of measurement are incorporated
into real life situations. Students will learn how to practically apply the information they learn in
this unit by creating a two-dimensional blueprint of a house for their summative assessment.

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: Measurement Subject: Math Grade: 5th Designer: Martha Martin

STAGE 1 – DESIRED RESULTS

Unit Title: Mix It Up with Measurements!

Established Goals: (VDOE Math SOL 5.8)

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:

 Perimeter, area, and volume measure different  How do we know which unit of measure is
aspects of objects and different units of appropriate for a particular situation?
measurement correlate with finding perimeter, area,  Why do we have different units of measure (e.g.
and volume. US vs. Metric)?
 The US Customary and metric systems measure  Which standard measurement is most effective?
the same properties but possess different units.  Why is it important to understand and practice both
 The metric system contains equivalent US and Metric Systems?
measurements which can be translated from one to
the next within the same unit.

Students will know: Students will be able to:

 A tool with centimeter, meter, inch, or foot is the  Find volume, perimeter, and area of various
appropriate tool or measure to determine perimeter. objects or shapes and apply this to an assortment
 Calculating and applying methods of measurement of problems.
depend upon what aspect of the figure is in  Identify standard units within US Customary and
question specified as follows: Metric system.
 Perimeter - the distance around a figure by  Estimate, determine, and rationalize the best fitting
adding the lengths of the sides measurement (whether US or Metric) for a
 Area – the internal space within a two- particular situation.
dimensional figure achieved by multiplying  Convert measurements within the metric system
length and width from one to another (e.g. length of millimeters to
 Volume – the number of cubic units of a centimeters or volume from liters to deciliters).
solid (three dimensional) figure..  “Describe practical situations where area,
 The measurements of the objects to be calculated perimeter, and volume are appropriate measures
can be interpreted in either US customary or metric to use, and justify their choices orally or in writing”
units: inches, feet, yards, centimeters, meters, (Mathematics SOL, 2009).
kilometers, liters, kiloliters (etc.) and that units must
be clearly stated in their answers.
 Measurements are utilized and applied to real life
situations and will have practical use.
 Specific units correlate with the appropriate concept
of either perimeter (e.g. meters), area (e.g. square
feet), or volume (e.g. liters).

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

 GRASPS Activity – students will design a detailed  5-Item Quiz – Area & Perimeter
two-dimensional blueprint for a one-level house
which stays true to the requirements laid down by  Class work – worksheet asking students to
the client, fits appropriate US Customary measure a set of variously-sized books in the
measurements, and stays within a set budget. classroom with specifically metric units.
Students must include measurements of area and
perimeter for the blueprint on a sheet of graph
paper as well as a separate document recording  Homework - Convert predetermined
the expenses of the project. measurements of metric units (e.g., convert 5 cm
to 0.05 m, 40 liter to .04 kiloliter)
 Pet mansion - Students will draw a design for a  Homework - Find perimeter, area, and volume of
funhouse for their pet. They must record the various two or three dimensional shapes including
projected dimensions and list the measurements. the appropriate unit terminology.
Students may choose which measurement system
to use but must include the volume of their pet  In class discussion – Essential Question: Why is it
funhouse. important to understand and practice both US and
Metric Systems?
 Essay - Students will write a one-page essay on
the pros and cons of America delineating from the
metric system and assimilating to the US
Customary system.

Student Self-Assessment and Reflection

(List at least 2)

 Entrance ticket – at the start of the day, while students are filing in, have them calculate one problem handling the
topics covered the previous day (e.g. when covering volume, have students the next morning come in and find the
volume of a 5m x 5m x 5m cube)

 Exit ticket - One example of how today’s measurement lesson will help you in the future

 3 – 2 – 1 activity – have students summarize learning and to identify misconceptions by having them write three
facts from the lesson that day, two ideas for further research, and one outstanding question or concern they have
moving forward.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. The students will complete an entrance ticket of a true/false five-item questionnaire assessing how much they
know about measurement and units.
2. The teacher will explain the outcomes of this unit (“I will be able to” statements).
3. Review True / False questionnaire, remedy misinformation / incorrect assumptions
4. Video: https://www.youtube.com/watch?v=pDlHVICAnHM watch to 13:07 of Bill Nye Measurement
5. Teacher introduces essential questions and facilitates jigsaw activity: students read one of several short
paragraphs on features of the US Customary / metric units. Students become “experts” and pick three facts to
share with the class.
6. Video - Explaining US Customary and Metric Unit Systems https://www.youtube.com/watch?v=DQPQ_q59xyw
(Metric & Standard Measurement Systems)
7. Exit ticket - One example of how today’s measurement lesson will help you in the future
8. Mini-lesson on practicing US Customary and Metric, skype in Professional British Mathematician to explain
standards.
9. In class worksheets: convert predetermined measurements of metric units (e.g., convert 5 cm to 0.05 m, 40 liter to
.04 kiloliter)
10. Students will write a one-page essay on the pros and cons of America delineating from the metric system and
assimilating to the US Customary system.

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

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin
11. Videos & Direct instruction https://jr.brainpop.com/math/measurement/perimeter/ Brain Pop Jr. Perimeter +
https://jr.brainpop.com/math/measurement/area/ Brain Pop Jr. Area
12. Instructional strategy – Guided practice via document camera of Perimeter & Area of rectangular shapes & L
shaped two-dimensional figures.
13. Worksheet - Find perimeter and area of various two-dimensional shapes including the appropriate unit
terminology
14. The teacher will assign 5-Item Quiz on Area & Perimeter
15. Preparation for GRASP - as a class, students will draw a design for a funhouse for their class pet recording
projected dimensions and listing the measurements (either US or metric). The teacher will give direct instruction on
Summative assessment (GRASPS) after practicing with pet mansion.
16. Assign GRASPS, answer questions, give examples of budget chart
17. Model volume, bring various-sized objects to class to demonstrate measuring volume (3 dimensional)
18. Corner Call: Students are divided into groups and are assigned to measurement question pasted in the corner.
Students must identify whether the problem requires perimeter, area, or volume and must calculate the problem.
19. Students will complete a worksheet asking them to measure a set of variously-sized books in the classroom using
specifically metric units.
20. Entrance ticket - calculate one problem handling the topics covered the previous day (e.g. when covering volume,
have students the next morning come in and find the volume of a 5m x 5m x 5m cube)
21. Ten-question quiz on perimeter, area, and volume (students will self-grade after swapping quizzes with another
student
22. In class GRASPS prep – students will finish any unfinished GRASPS work in class (individually)
23. Students will complete the GRASPS Activity where they design a detailed two-dimensional blueprint for a one-
level house using US Customary units and present in class.

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

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

True / False Review T/F pre- Introduce Essential Mini-lesson on Videos – Brain Pop
questionnaire pre- assessment Questions through Metric & US Jr. Perimeter &
assessment (1) answers (3) Jigsaw activity (5) Customary (8) Area (11)

Introduce goals (“I Video - Bill Nye Video - Metric & Conversion of Guided practice
will be able to”) (2) Measurement (4) Standard metric units (12)
Measurements worksheet (9)
Systems (6) Worksheet:
Essay (10) Perimeter & Area
Exit ticket (7) (13)

6. 7. 8. 9. 10.

5-Item Quiz (14) Assign & Explain Corner Call (18) Entrance Ticket GRASPS
GRASPS (16) (20) Presentation (23)
Prepare for GRASP Worksheet –
- Design funhouse Modeling volume measure the volume 10-Item Quiz (21) Jeopardy (24)
for class pet (15) (17) of books (19)
GRASPS Prep
(22)

11. 12. 13. 14. 15.

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

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin
Math GRASP Assessment Rubric

Task Description: Students will design a detailed two-dimensional blueprint for a one-level house which follows
requirements laid down by the client: kitchen, bathrooms (minimum of 2), bedrooms (minimum of 3). The blueprint
must be recorded in US Customary measurements, drawn on a sheet of graph paper, and have measurements of
area and perimeter included. The house must stay within a budget of $300,000 and all expenses of the project
must be recorded on a separate document.
Outstanding (5-4 points) Competent (3-2 points) Needs Revision (1-0
points)
Content Units and final Units and final The project has unclear,
measurements of measurements of incorrect, or missing
dimensions, area, and dimensions, area, and dimensions, area, and
perimeter are accurate, perimeter are mostly perimeter. Dimension scale
clearly and correctly accurate and are is either faulty, is
labeled. Calculations stay moderately labeled. inconsistent, or is left out.
true to the scale- Calculations roughly stay Data is not expressed in
explanation. within the scale US Customary units.
All information is explanation. Most data are Components of blueprint
expressed in US expressed in US and expense sheet are
Customary units. Customary units. disorganized.
Components are Components include
organized and include a blueprint and expense
creative blueprint and sheet, but are not
detailed expense sheet. completely organized.
Knowledge/ Student demonstrates Student has demonstrated Student has not grasped
Understanding comprehension of an acceptable grasp on perimeter or area revealed
perimeter and area by perimeter and area but the by their inability to design a
assigning all components blueprint design goes comprehensive blueprint.
of their blueprint design slightly over budget. The The project neglects the
dimensions which stay majority of units and budget. The units and
within budget and utilize symbols are free of error. symbols are full of error
correct units and symbols and seem randomly
which are free of error. chosen. Problems are
written incorrectly.
Illustrations Drawings are clear, Drawings contain some Drawings are hard to
cohesive, and labeled. clarity, cohesion, and decipher, the image is
Image is completed on labeling. Image may or incomplete, not drawn on
graph paper and is faithful may not be completed on graph paper, and does stay
to the dimension scale. graph paper, but remains consistent to the dimension
Student shows creativity in mostly faithful to the scale. Little to no creativity
home design with realistic dimension scale. Student was shown in home
features and reasonable reveals some creativity in design. The drawing is
spacing. The layout is home design but is lacking poorly designed with
neat and orderly. in providing realistic unreasonable spacing and
features functional living a disorderly layout.
space. Not entirely neat or
orderly.

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

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

Understanding by Design

Unit Cover Page

Unit Title: _ How Geography Effected British Settlers & Native American Tribes___

Grade Levels: _5th_

Topic/Subject Areas: ____Virginia Studies_____

Key Words: ______ Virginia geography, native tribes, resources _____________

Designed By: ____Martha Martin_______ Time Frame: ____Two Weeks_______

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

Brief Summary of Unit:

In this Geography Unit, students will hone map-reading and creating skills. Students will identify
Virginia and its neighboring states as well as locate the five regions of the Commonwealth (Virginia’s
Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian
Plateau) through song form. Students will find on a map and differentiate in description of the features
of Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River,
and Lake Drummond and the Dismal Swamp. Differentiation of instruction from visual to auditory and
finally to kinetic learning styles will assist children in cementing the information. Finally, students will
be able to locate on a current map of Virginia the modern state-recognized tribes of Native American
peoples. As their final assessment, students will reveal their knowledge and understanding through a
GRASPS assessment where they create a map of Virginia including the major regions, bodies of water,
land formations, and Native American tribes within the state. Included in this task, students will add a
written report attempting to persuade King James I to send support to further colonize Virginia.

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) 7

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

STAGE 1 – DESIRED RESULTS

Unit Title: How Geography Effected British Settlers & Native American Tribes

Established Goals: (VDOE Virginia Studies VS.2 a, b, c, g)

Virginia: The Physical Geography and Native Peoples

VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and
present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic
Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River,
and Lake Drummond and the Dismal Swamp);
g) identifying and locating the current state-recognized tribes.

Understandings: Students will understand that… Essential Questions:

 Topographical features influenced the culture of  How do current state-recognized tribes differ from
early Virginia settlers by what resources were the original Native Americans during the 1700’s in
readily available. size and prominence?
 How does the landscape of Virginia effect its
 The location of surrounding states, bodies of water,
history?
land features and how these restricted the lifestyles
 Why do we need a thorough knowledge of both
and location of the settlers. tribes and settlers?
 Virginia settlers competed with Native tribes for  How do current state-recognized tribes differ from
resources which directly affected both groups pre-Virginia-settler tribes?
prominence and presence in the area.

Students will know: Students will be able to:

 Vocabulary regarding physical features and regions  Identify the location of the Commonwealth of
of the land and the correct location of each Virginia and its immediate neighboring states.
feature/region:  Find and describe Virginia’s Coastal Plain
Bays (Tidewater), Piedmont, Blue Ridge Mountains,
Rivers Valley and Ridge, and Appalachian Plateau
Oceans  Discover on a map and differentiate in description
Plateaus of the features of Atlantic Ocean, Chesapeake
Coastal Plains Bay, James River, York River, Potomac River,
Mountains Rappahannock River, and Lake Drummond and
Valleys the Dismal Swamp
Ridges  Locate on a current map of Virginia the modern
 The bordering states of Virginia are Maryland, West state-recognized tribes of Native American
Virginia, Kentucky, Tennessee, and North Carolina. peoples.
 Early American settlers had more restricted access
to basic life needs (i.e. food, water, shelter) making
their colony placement dependent on climate and
available resources of the land.
 The settlements of Virginia negatively effected the
traditional Native tribes by presenting competition
for resources, eventually leading to the pushing the
Native Tribes out of the state.
 The current state-recognized tribes were located on
the Eastern portion of Virginia and are known as
follows:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8
Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin
1. Mattaponi
2. Pamunkey
3. Chickahominy & Eastern Chickahominy
4. Rappahannnock
5. Upper Mattaponi
6. Nansemond
7. Monacan Indian Nation
8. Cheroenhaka (Nottoway)
9. Nottoway of Virginia
10. Patawomeck

 The details of the physical geography of Virginia

have remained the same, but culturally (in regards
to native peoples) it has changed drastically.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 GRASPS Activity – Students will create a map of  5-Item Quiz – Virginia’s Regions & Bordering
Virginia during the 17th century including the major States
regions, bodies of water, land formations, and
Native American tribes within the state. Based  Frayer-model – research and define (in the
upon their cartography information, students will student’s own words) what constitutes a “state-
include a written report attempting to persuade recognized tribe”
King James I to send support to further colonize
Virginia. Students will reveal a detailed,  Written Response – one paragraph written on
comprehensive understanding of the geography of essential question “how does the landscape of
Virginia by the details of their map and the extent of Virginia effect its history?”
their research for the written report.
 Fill in the blank – worksheet covering the bodies of
 Diorama – Students will create a shoebox diorama water within or bordering Virginia.
of either a settler colony or a Native American
village in the 17th century. Students must include a  Cookie map of Virginia – students will create a map
set number of features including homes, food out of cookie dough in class.
preparation areas, and figures of a traditional family
unit.

 Write to a family member back in England – give a

detailed, sensory description of three specific land
features of Virginia (e.g. James River, Appalachian
mountains, and Atlantic coast).

Student Self-Assessment and Reflection

 KWL Chart (summative) – students will address state-recognized Native Tribes today compared to prominence of
Tribes in 17th century
 Exit ticket – students will write down one statement they agreed with, one they disagreed with, and one question
about material covered that day.
 Hands on Checking for Understanding – at the start of each week, for review, the teacher will ask questions or
state vocabulary words that were covered in the previous week. Students will have “I know, I sort of know, and I
don’t know” 3x5 cards which they will hold up when posed with a question or topic.
 Journal - Students will have a reflection journal throughout Social Studies and will log one entry each week about
their discoveries.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

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. Students will complete a KWL chart of previous knowledge on both the regional, aquatic, and land features of Virginia.
2. The teacher will show students a video on the settlers of Virginia as an Anticipatory https://www.historyisfun.org/video
3. The teacher will introduce the Unit Journal to students where they must answer an assigned question each day about
the features they learn during class.
4. The teacher will split students into groups and methodically go through the interactive map of Virginia. Students will
make notes within their group and have time in class to do independent research on those features and whether or not
Native Tribes or Colonist settlers utilized resources within those features. http://mrnussbaum.com/united-states/virginia/
5. The teacher will introduce the big ideas and essential questions to the class and conduct a think, pair, share for
students to discuss answers.
6. Students will listen and memorize the Five Regions Song
http://www.watchknowlearn.org/Video.aspx?VideoID=6297&CategoryID=1228
7. The teacher will explain terms and features through a PowerPoint on Regions and give students a fill-in-the blank
worksheet to be completed for active listening.
8. Students will watch a video on Virginia's Five Geographic Regions to see real life images of what type of ecosystems
each region contains https://www.youtube.com/watch?v=1NqROuJiRXc
9. Students will complete a Written Response of a one paragraph written on the essential question “how does the
landscape of Virginia effect its history?”
10. Students will complete a 5-Item Quiz on Virginia’s Regions & Bordering States
11. The teacher will instruct students on the land features of Virginia by handing out a fill in the blank worksheet to be filled
out during a PowerPoint on land features of Virginia (e.g. mountain ranges, rivers, plateaus, etc).
12. Entrance Ticket – Students will answer a three-point questionnaire about the Region they live in (Coastal Plain)
13. Students will create a map of Virginia out of cookie dough in class.
14. Students will complete a Fill In the Blank worksheet covering the bodies of water within or bordering Virginia.
15. Students will be introduced to the GRASPS assignment by first writing a mock-letter to a family member back in
England about the description of three specific land features of Virginia.
16. The teacher will go over the expectations for the GRASPS, review the grading rubric, and answer questions about the
assessment.
17. Hands on Checking for Understanding - the teacher will ask questions or state vocabulary words that were covered in
the previous lessons. Students will have “I know, I sort of know, and I don’t know” 3x5 cards which they will hold up
when posed with a question or topic.
18. The teacher will instruct students on Native American & English relationships during settlement via PowerPoint.
19. Students will watch a Video (The Natives and the English - Crash Course US History #3) explaining the complex
relationships between Settlers and Tribes https://www.youtube.com/watch?v=TTYOQ05oDOI
20. Students will create a Frayer-model by researching and defining (in the student’s own words) what constitutes a “state-
recognized tribe”
21. Exit ticket – students will write down one statement they agreed with, one they disagreed with, and one question about
material covered that day.
22. GRASPS - Students will create a map of Virginia during the 17th century including the major regions, bodies of water,
land formations, and Native American tribes within the state. Based upon their cartography information, students will
include a written report attempting to persuade King James I to send support to further colonize Virginia.
23. Students will compete in a game of Jeopardy reviewing terms, tribes, land features etc.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

KWL – Geography of Interactive map of Virginia Video - Five Regions Song Video - Virginia's Five 5-Item Quiz (10)
Virginia (1) (4) (6) Geographic Regions (8)
PowerPoint on land features
Video - HOOK (2) Essential Questions + Think Regions PPT (7) Written Response (9) (11)
Pair Share (5)
Explain Unit Journal (3)
6. 7. 8. 9. 10.

Entrance Ticket (12) Fill in the Blank Worksheet Hands on Checking for Video – Natives & English GRASPS (letter
(14) Understanding (17) (19) assessments read aloud in
Cookie Map of Virginia (13) class) (22)
Introduce GRASPS (15) PowerPoint on Native Frayer Model (20)
Americans & Settlers (18) Jeopardy (23)
Assign GRASPS (16) Exit Ticket (21)

11. 12. 13. 14. 15.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Design Topic: Measurement Subject: Math Grade: 5th Designer: Martha Martin

References:

Mathematics Standards of Learning. (2009). Retrieved September 11, 2017, from

http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math5.pdf

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 12