UNIT PLANNER

TITLE: Maths Measurement ORGANISING LEARNING AREA: Mathematics

YEAR LEVEL: 6/7 STRAND: Measurement and Geometry

LEARNING INTENTION: ** what do you want the children to know and understand?

Students will be able to successfully convert between different units of measurement and understand how to apply formulas to accurately determine then perimeter and area of
different polygons. Furthering this, students can challenge themselves to investigate triangles and their angles.

CONTENT DESCRIPTOR: ** from the AC

Year 6:
Convert between common metric units of length, mass and capacity 

Solve problems involving the comparison of lengths and areas using appropriate units

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles

Year 7:
Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving 

Classify triangles according to their side and angle properties and describe quadrilaterals

Calculate volumes of rectangular prisms 

Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral

ACHIEVEMENT STANDARD: ** from the AC

Core: Students make connections between capacity and volume. They solve problems involving length and area. They solve problems using the properties of
angles

Extension: Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and
quadrilaterals. They name the types of angles formed by a transversal crossing parallel line.
LEARNING OUTCOMES:
Core: To be able to successfully convert between
different units of measurement. Solve problems that
involve determining the area/perimeter of different
polygons. Investigate triangles and their angles. Create
a dream bedroom by investigating and calculating
appropriate dimensions and included features.
Extension: To be able to successfully convert between
different units of measurement. Solve problems that
involve determining the area/perimeter of different
polygons. Investigate triangles and their angles. Create
a dream house by investigating and calculating
dimensions and included features.
INTERGRATED CURRICULUM LINKS: ** need to
support the learning intention
 Art
 Design/I.T.
 English – persuasive text
ASSESSMENT:
Prior knowledge: ** how will you find out what the children already know?
Pre-test: Has already been conducted and results have been generated. Class average of 51.4% in relation to area and 53.1 in relation to perimeter
Formative: ** how will you know if the children are on track to know and understand the learning intention?
Maths Journals: Students will respond to a question or a variety of questions based on their learnings within the week. This can then be assessed to see progress.
CROSS-CURRICULUM PRIORITIES: ** highlight
 Aboriginal & Torres Strait Islander histories &
cultures
N/A
 Asia & Australia’s engagement with Asia
N/A
 Sustainability
N/A
Learning outcome
To be able to successfully convert between different
units of measurement. Solve problems that involve
determining the area/perimeter of different polygons.
Investigate triangles and their angles. Create a dream
house by investigating and calculating dimensions and
included features.
GENERAL CAPABILITIES: ** highlight
Literacy
Comprehending texts through listening, reading
and viewing
Comprehend texts
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Composing texts through speaking, writing and
creating
Compose spoken, written, visual and multimodal
learning area texts
Compose texts
Word Knowledge
Understand learning area vocabulary
Numeracy
Using measurement
Estimate and measure with metric units
Using spatial reasoning
Visualise 2D shapes and 3D objects
Achievement Standard
Students make connections
between capacity and volume. They solve problems
involving length and area. They solve problems using
the properties of angles. Students use formulas for
the area and perimeter of rectangles and calculate
volumes of rectangular prisms. Students classify
triangles and quadrilaterals. They name the types of
angles formed by a transversal crossing parallel line.
Application: Student input in class activities and overall output.

Mid-unit test: assess how far students have come at the half-way point of the unit with a brief test. Conversion, Perimeter and Area test: Average score = 51%

Summative: ** how will you know if the children have developed an understanding of the learning intention?

Dream bedroom: Students will create their dream bedroom using skills learnt within the unit.
LEARNING EXPERIENCES:

Provocation: Students will be engaged using a variety of different methods which will allow for the involvement and success of all learners. By creating different experiences
such as hands on, concrete and challenged based tasks, students will be able to engage in a variety of different ways. Students will also be able to view and critique their
progress through evidence-based documentation within their learning journals.

Core Group Extended Group

Week 1:

Pre-test:
 Students will complete two pre-test’s through the ‘education perfect’ website that
assess their knowledge in relation to perimeter and area. This will benefit my planning
and assist in determining the level of the students in relationship to the measurement
unit I am conducting.

History of measurement
 https://www.youtube.com/watch?v=7bUVjJWA6Vw this video will introduce the first
lesson and students will explore the history of the metric system and how it became
universal to most parts of the world. They will also explore how different systems of
measurement were used and what effects this had on societies.
 Exploring the length and width of objects around the school using the iPads.

Conversion
 Partner game where students decide on 5 different object within the room to estimate
the length of and then correctly measure the actual size. Closest to the real
measurement scores a point.
 Partner game where students give their partner a measurement to convert to a unit of
their choice. Converting twice earns double point.
 A series of note taking to be completed from relevant PowerPoints. This will cover how
to successfully covert between different units of measurement and give students visual
diagrams and representations of how to do so
 Conversion worksheets
 Journal task reflection

Volume and Capacity

 Introduce students to volume and capacity
 Students will note take relevant theory from the PowerPoint provided and view visual
representation as presented by ‘mathantics’
 Conduct task that involves maximising the volume of a box. Students will work in small
 groups with a sheet of 1cm by 1cm grid paper following specific rules to attempt to
create the largest box possible that will hold the most popcorn
 Students will engage in the ‘Die Hard’ challenge where they must problem solve to
calculate how to use a 5L gallon and a 3L gallon to make exactly 4L of water to diffuse
a bomb.

Kahoot
 Kahoot quiz to review the weeks learning and gauge student progress

Week 2:

Understanding Polygons – rectangles trapeziums triangles squares parallelograms and

composite shapes

 Handouts: students are given two handouts to stick in their book that serves as a
resource to look back on if they need to refresh their knowledge. The handouts specify
a number of triangles that will be covered within the unit and their unique
characteristics. The other handouts names different polygons and their number of
sides.
 Note taking from multiple PowerPoints to ensure core theory is addressed. Students
will record key information here where we breakdown different shapes and determine
why their given formula is used. For example, squares have 4 equal sides so their area
is any side multiplied by 4. Rectangles have two sets of equal sides (the length and the
width) so the formula is LxW. Triangles have a formula of ½ base x height and this is
because they are half of a square, rectangle or parallelogram. This concept will be
explored with students.

Perimeter of rectangles trapeziums triangles squares parallelograms and composite

shapes

 What is perimeter? Explore with students how we find the perimeter of shapes. How is
it different to finding the area? Are we looking at the inside of a shape or the boundary
of a shape?
 Have students explore how fixed perimeters can be created in different ways. for
example: a fixed perimeter of 20m can be constructed by having 5m on each side.
Creating a square. A rectangle can be formed using 6m length and 4m width. Have
students draw as many different shapes as they can for different fixed perimeters.
 Finding the perimeter of unknown sides of different shapes. Students may be given a
fixed perimeter where they will then need to use elimination methods to find the
remaining side or measurement left. Progressing from this, students will find the
unknown side of composite shapes by using knowledge of the sizes of other sides of a
shape and calculating the remaining length.
 Students will explore different perimeters of objects and areas around the school using
the iPad’s as measurement devices using the measurement app. They will record
these in their books and discuss their results. Consider limitations such as perspective
and other occurrences that can result in misguide measurements.

Week 3:

Area of squares, rectangles and triangles, composite shapes and parallelograms

 Week 4:

Review and test

Introduce investigation

 Students will design their dream bedroom and calculate the perimeter, area, and cost
of what they decide to include within. Students are given a fixed perimeter of the
bedroom which is 20m. They can then add extensions to the bedroom such as an en-
suite, shower, toilet, walk-in wardrobe, etc. If students wish to add these features, they
must research what appropriate measurements would be applicable to such
extensions. Students have a budget of $5000 to furnish the room and ensure that
flooring and painting is provided.

Week 5:

Continue and complete investigation

RESOURCES:

Problem solving activities:

Die-hard water gallon challenge?

Trundle wheel investigation

Team challenge where students must find objects in the room with the given area

Short Kahoots with the iPad’s to review the weeks learning.

EVALUATION: To what extent did we achieve our purpose? How could you develop the learning experiences & assessment tasks? What evidence is there to show the students’
connection to the organising concept? What student directed learning arose from the unit? Assess the unit by providing evidence of students’ understanding of the learning
intention. What connections can be built between this unit and another?