Subject Area Math

Matt Tokariuk Spring 2017 Grade Level 8

St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Rationale

Students will gain an understanding of how we can view composite 3-D objects and
represent the various faces and sides in 2-D shapes. The relevance of this unit for
students is a beginning to more advanced geometric topics as well as solving for
surface area and volume of 3-D objects. The unit also has a great focus on using
and developing spatial awareness skills and reasoning. This spatial aspect is
essential for its application in students everyday life.

Students will take part in lessons that include the following mathematical processes;
Communication
Connections
Reasoning
Technology
Visualization
Visualization will be the biggest focus during the unit as students will be able
to use physical objects and manipulatives to aid in interpreting various sides
of a 3-D object and how 2-D shapes are connected with 3-D objects. As
students progress through the unit, the hope is that they become more
fluent with looking at an object and recognizing the sides without a physical
object to aid. This will be an indicator that the student is improving their
spatial awareness. This skill of spatial awareness, in particular to 3-D
objects, will help students recognize and understand changes in the positions
of objects.
The unit is to run for about three weeks (fourteen classes) which will be
supported by a mix of formative and summative assessments. This should
allow students to fully demonstrate their understanding of the unit material
using multiple methods.

There are a few big considerations that I followed while planning this unit.
The first consideration was the retention during a learning episode. For the
most part, I tried to keep a pattern that followed a new information,
practice, closure sequence. By learning new material at the beginning of a
class, they are more likely to remember what was taught. Following up with
practice provides students with some downtime that allows them to work at
their pace and collaborate with others. There is no new information given at
this time which gives students the necessary time to understand it better.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Finishing with a closure gives meaning to the material for students and
serves as an important second learning opportunity.
The next consideration relates to the section of practice. Practice is essential
for student development and thus I have emphasized the amount students
will partake in. There are some days where I did not appear to teach any
new information. However, I will be using a second day to progress through
some of the material due to a potential difficulty in the topic. Depending on
how well students understand the material, I may or may not have to reteach
or provide a second strategy to help in maximizing the outcome of all
students.
Next, I have chosen a wide variety of assessment strategies in order to see if
additional practice and time are required. The assessment tools used cover
the essentials of triangulation; observation, discussion, and physical
evidence; and is done through multiple forms of formative and summative
assessments. This will hopefully give me a strong understanding of where
each student is at and provide some indication of what each student is
doing/thinking so that if it is an issue, we can work on fixing it.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Desired Results
Established Goals GLO(s):

Strand: Shape and Space (3-D Objects and 2-D Shapes)

GLO: Describe the characteristics of 3-D objects and 2-D shapes, and
analyze the relationships among them.

Understandings: Essential Questions:

Students will understand that
Multiple views of 3-D object are
required to solve what the object
looks like.
Looking at a single side of a 3-D
object can be displayed as a 2-D
shape
Using multiple 2-D shapes can be
used to create a 3-D object
How can we visualize and represent
composite 3-D objects when only 2-D shapes
are provided?
How can we determine and draw the 2-D
faces of composite 3-D objects?
How does rotating a 3-D composite object
impact the outcome of how the object is
viewed?

Prior understandings Students will be able to

Perform geometric constructions, including Draw and interpret top, front, and side views
- Perpendicular line segments of 3-D objects composed of right rectangular
- Parallel line segments
- Perpendicular bisectors
prisms.
- Angle bisectors
Determine the composition of a structure
Performing translations, rotations, and using various side views.
reflections on 2-D shapes

Knowledge of faces, edges, and vertices of 3- Use isometric paper to draw out 3-D objects
D shapes composed of cubes.

Spatial reasoning Rotate 3-D objects composed of cubes by

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Where does this lead? increments of 90 degrees and draw them out.

Determine surface area and volume of

composite 3-D shapes

Advanced geometry

Trades (construction, blue printing, mechanic)

Materials Needed: Resources Needed:

1 cm Isometric Paper Math Focus 8 Textbook

Linking cubes (any size)
1 cm Grid paper

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Assessments
Observati
Ticket
Learning on/ Textbook Assignm Unit
Title out of
Discussio Questions ents Test
Outcome Class
n
s Formati
Type Formativ Formative/Summat Summati Summat
(Formative/Sum ve
mative) e ive ve ive
5. Draw and interpret
top, front, and side
views of 3-D objects O O O O O
composed of right
rectangular prisms
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Assessment Tool Overview

Assessment
Brief Description For AS OF
Tool Title
The unit test will happen on the final day of the unit;
either on the Friday or Monday depending on how closely
the schedule is followed. This test will include multiple
choice, short answer, and extended response questions.
The questions will be based on the material of the
Unit Test O
course; drawing 3-D objects as 2-D views, drawing 3-D
objects from 2-D views, isometric drawings, and rotating
structures. Short answers and extended response
questions will be worth more marks than multiple choice
questions.
Questions from the textbook will be used for students
and will not be worth any marks. This will be a time
during class for students to practice the material and will
give myself the opportunity to gather some formative
assessment evidence. During the days where we follow
up on a set of textbook questions, students will go over
Textbook
their answers with a partner. This will cover For learning. O
Questions It is For Learning because the information will be used by
the teacher to see if students are understanding the
material taught, thus allowing for them to make
decisions either in providing additional assistance to
struggling students or redo a lesson if the majority of
students do not understand the material.
Ticket out of Tickets out of class will be used as exit slips. The O O
class questions will vary. Students may have to write an
answer to a question that is based on the material
learned from the day. Students may also be asked about
their learning and how they feel about what they have
learned so far and if they are having any problems. If
any concerns come up, they will be briefed during the
beginning of the following class. This will give me an
idea about how students are feeling and understanding
the material. It will also give students a chance to think
about how they are doing in the unit. Depending on the
question asked on the ticket, it will either be used for For
Learning or As Learning. If students are answering a
question on material covered, it will be For Learning
since it will give the teacher an idea of who gets it and
who may not have a hang of the material. Questions
asked about how students feel or reflect on their learning
is As Learning since will allow students to think about
their learning and reflect on what they are doing or
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

perhaps need to work on.

Observations and discussions will take place during class

as students work on activities and when the class
discusses as a whole. A check or x will be recorded for
each student depending on how they are doing that day.
Additional notes will be made for students who appear to
be struggling in regards to what they are having trouble
with and where the problem may be. Notes will be
Observation/
recorded two or three times a week. With these notes, O
Discussion changes to the unit schedule in order to revisit a topic
that students struggle with. By asking questions,
listening to student dialogue, and viewing student work,
the teacher will get an idea of what individual students
are striving or struggling with; which allows for the
teacher to focus more on students having difficulties.
This is how it is For Learning.
Students will have four assignments for this unit.
The first will cover drawing 2-D shapes from the
various views of 3-D objects, the second will cover
drawing 3-D structures from 2-D views and
isometric drawings, the third will cover counting
cubes of structures, solving for possible cubes that
are not shown on a structure, and comparing
different views of structures, and the fourth will
cover rotating structures by 90 degree intervals and
Assignments O
communicating the views of structures. Students
will be given time in class to work on these
assignments and will the opportunity to finish them
at home. Assignments will be due the next class
after it was assigned. They will not be too extensive
and will focus specifically on the material recently
covered. Since the assignments will record student
achievement in the various topics taught, the
learning here is Of Learning.
Pre-assessment A pre-assessment will take place on the first day in O
the form of a Jeopardy game. The main topics of the
game will be characteristics of a cube, parts of a
cube, surface area of cubes, and transformations of
2-D objects. These topics have been covered prior
to this unit and will have connections to what is
taught during this unit. Every student will
answering each question. The students will have
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

the option to partner with one other student or

answer questions by themselves. This is For
Learning since it gives the teacher the opportunity
to see where each student is at with prior
knowledge related to the unit. The information will
be used to give a beginning idea as to the
understanding students have for the subject matter.
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Monday Tuesday Wednesday Thursday Friday

Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins

Pre-Assessment Intro to viewing Viewing basic Depth of line/ Creating

basic 3D structures creating models isometric
Jeopardy! structures from known drawings
-characteristics of a Why learn 3-D Daily Optical perspectives
cube geometry? Illusion Daily Optical
-parts of the cube -blue printing, (impossible wired Daily Optical Illusion (Necker
-transformations of mechanics, cube) Illusion cube)
2-D shapes construction, (Habitat 67
trades Explore simple Montreal) Creating Isometric
construction Drawings
Pg. 448 with blueprints Depth of line Pg. 453-456 with
discussion -groups of two discussion
Review viewing -provide 2-D -supply isometric
Give 6 blocks to cubic structures structures, have paper
each students, Finish/review pg. students create -use existing 2-D
have them make a 450/451 any structure views to create a 3-
structure. Compare -give similar 2-D D object on
the different Assignment #1 shape but add isometric paper
structures made. -drawing views of depth of line
Students will draw cube structures Begin pg. 456-457
the sides of their worksheet Creating models
structure on graph Due: Thursday from known
paper. perspectives
Follow up with a Pg. 452
standup, hand up, -groups of 3/4
pair up -Vanessas model

Start pg. 450/451

Monday Tuesday Wednesday Thursday Friday

No class Time: 45 mins Time: 45 mins Time: 45 mins No class

(Spiritual Isometric Mid chapter Creating cube (Even Friday Day)

Development Day) drawing review/ structures from
What is spatial isometric
Daily Optical awareness? drawings
Illusion (single
Necker cube) Daily Optical Daily Optical
Illusion Illusion (isometric
Applications of (impossible cube with cube
isometric triangle made of piece out)
drawings cubes)
Creating Cube
Finish pg. 456-457 Spatial awareness: Structures from
what is it? Isometric Drawings
Assignment #2 Pg. 460-461 with
-isometric drawing Review and discussion
 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

of structures using Check-up

cube structures Pg. 462 practice
and views of Make your own
structures Necker cube (if Assignment #3
Due: Wednesday time/students -counting cubes
finish early) -comparing
structures
Due: Monday
Monday Tuesday Wednesday Thursday Friday
Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins

Rotating cube Rotating Communicate Unit Unit

structures structures/ about structure Review/practice Review/practice
communicate views
Daily Optical about structure Pg. 476-478 Pg. 476-478
Illusion (Rubiks views Daily Optical Additional Additional
cube 2-D looks 3- Illusion Intro resources to be resources to be
D) Daily Optical given given
Illusion Intro Finish pg. 475
Rotating Cube
structures Review and check- Details for unit
Pg. 464-468 with up test
discussion -pre make
structures using Assignment #4
Pg. 469-470 15/16 blocks -rotating
practice -have students structures
surround the -communicating
structures and about the views of
have them draw structures
the view they see Due: Thursday
(graph or
isometric)
-Rotate

Communicate
about views
Pg. 472-474

Start pg. 475

Monday Tuesday Wednesday Thursday Friday

Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins No class

Unit Test (Even Friday Day)

(3-D geometry)

Monday Tuesday Wednesday Thursday Friday

 Subject Area Math
Matt Tokariuk Spring 2017 Grade Level 8
St. Marys School Topic Shape and Space
Unit Plan Length of Unit 14 days
(days) (transformations for last 8)

Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins Time: 45 mins