Design Topic __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_

Understanding by Design

Unit Cover Page

Unit Title: ___Everyday Geometry_______________ Grade Levels: ____4th______

Topic/Subject Areas: ___Geometric Computation______________________________

Key Words: ___Perimeter, area, volume, US Customary, Metric Units_____

Designed By: _____Ronnie Riffle_________ Time Frame: _____2 weeks_________

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

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

This unit focuses on basic geometric functions in everyday life. Students will be
learning about the application and computation of perimeter, area, and volume through
US Customary and Metric Units for basic shapes. They will be able to identify when
to use the proper equations for certain circumstances. Students will practice through
paper and hands on activities throughout this unit. For their final performance task,
they will design a dog house that can fit an adult corgi or an adult German Shepherd;
they will use everything they have learned so far to accomplish this.

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 __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_
STAGE 1 – DESIRED RESULTS

Unit Title: Intro to Home Design!

Established Goals:
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:
• •
1. There are two types of units of measure, 1. How do U.S. Customary differ from
U.S. Customary and metric units. metric units?
2. Perimeter, area, and volume are necessary 2. What differs measurements between
for everyday life. perimeter, area, and volume?
3. There are specific instances in which one 3. Why do we estimate measurements?
would use perimeter, area, and volume. 4. How do we know when we need to use
perimeter, area, or volume?
5. What circumstances would make someone
not estimate?
6. How do we choose an appropriate unit of
measurement?
7. What are good reference points for
discerning units of measure (cm vs km)?

Students will know: Students will be able to:

• •
1. Perimeter is the distance around a 1. Properly show the steps to solve problems
shape/plane about area, perimeter, and volume.
2. Area is the amount space in a two- 2. Define area, perimeter, and volume.
dimensional plane 3. Identify U.S. Customary and metric units.
3. Volume is the amount of space in a given 4. Decide when to use area, perimeter, or
three dimensional object. volume.
4. Ounces, pounds, tons, inches, feet, yards, 5. Demonstrate how to use the tools for
and miles are US Customary unit and measuring US Customary and Metric.
meters, grams, and liters are metric units 6. Show the steps for conversion for US
5. The proper tools to measure in U.S. Customary and Metric units.
Customary and metric units (rulers,
6. 12 inches are one foot and three feet
equals one yard
7. 10 millimeters is 1 centimeter, 100
centimeters is 1 meter, and meters is 1
kilometer

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

Design Topic __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

1. GRASP: Barks-A lot-Homes! – Planning 1. 5 item Quiz – On Metric and US

and designing a dog house using
perimeter, area, and volume
2. Reference point Mania! – Students will
find, whether it’s themselves or an object,
something they can refer to for US
Customary or Metric System. They will
find and categorize 3 items.
3. Perimeter, area, and volume scavenger
hunt – Students will find different objects
in the classroom and classify whether they
will use perimeter, area, or volume to find
the information. They will find 20.
Customary and perimeter, area, and
volume
2. Homework – Practicing perimeter, area,
and volume
3. Classification stating – students will be
put into 2 groups and compete as to
stating whether the measurement is US
Customary or Metric.

Student Self-Assessment and Reflection

1. Exit ticket based on solving a problem

2. Students will reflect on the essential questions, and will answer them verbally or in their
journals.
3. Students will do a self-assessment based of thumbs being up, sideways, or down, categorizing
if they understand, or if they don’t.

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

Design Topic __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_

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. Pre-assessment – 20 question quiz on solving perimeter, area, volume, and different formulas
2. Hook – Class home: The class works with the teacher to design a classroom cosmetically. It will be revisited at the
end and add in the measurements for perimeter, area, and volume.
3. Introduction of Barks-A lot–Homes! - Students will be given their final performance assessment to start on early.
4. Notes and lesson 1 – These will be about US Customary and Metric System units.
5. Multiplication and addition practice – Students will have 30 problems around the room that they will have to solve, to
judge their addition and multiplication abilities. They will turn it in on a separate piece of paper numbered 1-30.
6. Classification stating – students will be put into 2 groups and “face-off” as to stating whether the measurement is US
Customary or Metric.
7. Quiz – This will be a formal assessment on checking their identification skills of US Customary and Metric system
8. Notes and lesson 2 – students will take notes about formulas
9. Formula Matching – Students will be provided shapes, formulas, and words that they must match with their
corresponding term or shape to its formula.
10. Reference point Mania! – Students will find, whether it’s themselves or an object, something they can refer to for US
Customary or Metric System. They will find and categorize 3 items.
11. Perimeter and Area Lesson – Students will learn about how to solve for perimeter and area of specific shapes.
12. Perimeter and Area of My Name – Students will be given graph paper to write out their names in the grids on the
paper. They will calculate the perimeter and area of their names utilizing the grids as a unit of measurement.
13. Perimeter, area, and volume scavenger hunt – Students will find different objects in the classroom and classify
whether they will use perimeter, area, or volume to find the information. They will find 20 items
14. Homework – This is a worksheet created to help students practice perimeter, area, and volume
15. Perimeter and Area are Everywhere! – Students will work in groups of 4 to measure shapes, in US Customary and
Metric System that are made out of masking tape around the room.
16. 3D Constructables – Students will cut out prepared shapes that have the respective perimeter, area, and volume
formulas written on the different faces. Shapes include cubes, rectangular prism, pyramids, and cylinders.
17. 5 item Quiz – On Metric and US Customary and perimeter, area, and volume.
18. Class time: Barks-A lot-Homes! – Students will have the opportunity to work on their projects in class to have
assistance from the teacher.
19. Test: This will be a 30 question test on formulas, US Customary and Metric Units, and computation skills on perimeter,
area, and volume.
20. Turn in Barks-A lot-Homes! – Planning and designing a dog house using perimeter, area, and volume.

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

Design Topic __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_

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.
- Pre-assessment - Introduction of Barks-A lot- - Multiplication and Addition - Quiz - Formula Matching
- Hook: Class home Homes Practice - Notes and Lesson 2 - Reference Mania!
- Notes and Lesson 1 - Classification Stating

6. 7. 8. 9. 10.
- Perimeter and Area lesson - Perimeter, area, and - Perimeter and Area are - 5 item quiz - Test
- Perimeter and Area of My volume scavenger hunt Everywhere - Class Time: Barks – A lot - - Turn in Barks – A lot -
Name! - Homework - 3D Constructables Homes Homes

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

Design Topic __Geometry_ Subject(s) ___Math____ Grade(s) __4th ___ Designer(s) _Ronnie Riffle_
Barks-A lot-Houses: You have been hired by Barks-A lot-Homes as a new carpenter. Your boss has reached out to you saying you have to
design a dog house that fits an adult Corgi (13X11.8X8 inches) or an adult German Shepherd (25.6x32x10 inches) to walk in, stand up, turn
around, and lay down. You must also put in a circular rug inside the dog house for the dog to sleep in. For your plans, you must detail the
perimeter and area of each plane/wall/roof used and the volume of the entire house. For the plans, each plane should have its own sheet of
paper, with a final colored version. Because you might miss your meeting, please write up the plans in a page to explain to your boss the type
of dog you used, the measurements, the cosmetics of the house, and your choice of materials for the dog house.

Master Carpenter Expert Carpenter Carpenter Apprentice Carpenter

Design Follows all criteria in which
40% the dog can stand up and
turn around. Has the circular
rug inside and properly
calculated.
Organization All of the plans are present,
40% and detailed efficiently with
all of the measurements.
Mechanics Perimeters, areas, and
20% volume are present on each
part of the plan. Detailed
description helps explain the
design, containing all
measurements and whether
or not the dog can stand up
and turn around.
Creativity (+5 points)
(Extra Very original! Really went
Points are above and beyond for the
given project.
through this)
The measurements may be
off due to calculations, or
missing part of one of the
components.
Plans are not detailed, or
could be missing one or two
parts of the plan. Final dog
house plan may not be
colored, or fully prepared.
Missing 1 to 3
measurements or the
detailed descriptions are not
the same as the blueprints.
May not satisfy the
requirement for the dogs.
(+4 points)
Was really awesome! Great
effort was put forth!
Exemplary work.
A majority of calculations Missing many design ideas.
are missing, and/or
missing many parts of the
project.
Plans are heavily not 1 or no plans are available.
detailed, and is missing No details. Poorly prepared.
more than two parts of the
plan. Final dog house
plans are not finalized and
prepared properly.
Missing 4 to 7 No measurements are present.
measurements or the No description is present in
detailed descriptions are the project.
not the same as the
blueprints. May not satisfy
the requirement for the
dogs.
(+3 points) (No points)
Definitely one of your It was a good attempt,
best foot’s forward! however, it was a very
standard project.

Total Points: ____________ (Max points available 105)

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