FRIT 7430: UbD Stage 3 Assignment

Jenna Hyers Niki Taylor Bhavika Patel Kayse Morris FRIT 7430: Instructional Design Stage 3: Understanding by Design Summer 2011

FRIT 7430: UbD Stage 3 Assignment

FRIT 7430: UbD Stage 3 Assignment

Title of Unit

Geometry

Grade Level

Standard: M5M4: Students will understand and compute the volume of a simple geometric solid. a. Understand a cubic unit (u3) is represented by a cube in which each edge has the length of 1 unit. b. Identify the units used in computing volume as cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3). c. Derive the formula for finding the volume of a cube and a rectangular prism using manipulatives. d. Compute the volume of a cube and a rectangular prism using formulae. e. Estimate the volume of a simple geometric solid. f. Understand the similarities and differences between volume and capacity. M5G1: Students will understand congruence of geometric figures and the correspondence of their vertices, sides, and angles. M5G2: Students will understand the relationship of the circumference of a circle to its diameter is pi. Understandings:
-Students will correctly explain a cubic unit and demonstrate its representation by a cube in which each edge has the length of 1 unit. -Students will interpret units used in computing volume by revealing cubic centimeters (cm3), cubic meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3) and relating them to personal experiences such as yard dimensions and classroom area. -Students will derive the formula for finding the volume of a cube and a rectangular prism using manipulations such as kleenex boxes, rubix cubes, and classroom ceiling tiles. -Students will gain perspective of the volume of a cube and a rectangular prism using formulae by relating cubes and rectangular prisms to daily sightings such as street signs and household objects. -Students will empathize by estimating the volume of a simple geometric solid filled with various candies. Students will be intrigued by estimating these volumes and may find it implausible that such a small volume may hold so many small candies. -Students will understand the similarities and differences between volume and capacity by relating these math terms to a personal short story. Students will demonstrate their habits of the mind and interpret them to a unique story.

Essential Questions:

FRIT 7430: UbD Stage 3 Assignment Overarching Questions: -What does it mean to estimate? - What are height, length, and width? -What is volume? -What is area? -Why is it important to understand volume and area? -What is the purpose of finding radius and diameter? -What is the meaning of 3.14? Topical Questions: -How do we estimate the volume of rectangular prisms and cubes? -How do we find the volume of a rectangular prism and a cube? -What is the formula for finding the volume of a rectangular prism or cube? -How do we find the area of irregular/composite polygons? -How do we find the area of a triangle? -How do you find the area of a parallelogram? - What is the formula for the area of a square and rectangles? -How do you find the area of a circle? -How do you find the circumference of a circle using 3.14? -How do you identify a radius and a diameter? -How do you determine the value of the radius and diameter? -How do you determine the congruency of geometric figures?

Stage 3: Plan Learning Experiences

Week 1 Day 1 Show Brain Pop Video- Similar Figures to hook students into congruency and geometric figures. H Introduce EQ: How do you determine the congruency of geometric figures? W Introduce terms congruent, corresponding sides, angles, and vertices E Introduce how to determine if geometric figures are congruent by comparing corresponding angles, sides, and vertices E Demonstrate how to use the polygon or shapes name to find the corresponding or congruent side or angle. Ex: Triangle ABC and Triangle XYZ are congruent. Which angle is congruent to angle A? E Draw geometric figures: compare angles, sides, and vertices E Use examples to teach congruency of geometric figures. Allow the students to complete the problems and then go over them aloud. R, E-2 Choose several different students to help solve the problem aloud. T Give the students the problem and then using a timer, give them 2 or 3

FRIT 7430: UbD Stage 3 Assignment minutes to complete it. O Day 2 3-2-1: draw three shapes that are congruent. Draw two different shapes that are congruent. Write one definition of congruency. H Review EQ: How do you determine the congruency of geometric figures? W Review terms congruent, corresponding sides, angles and vertices and introduce how to determine if geometric figures are congruent by comparing corresponding angles, sides, and vertices E Have students come up to the board and draw geometric figures and compare angles, sides, and vertices R, E-2 Use examples to teach congruency of geometric figures. Allow the students to complete the problems and then go over them aloud. R, E-2 Choose several different students to help solve the problem aloud. T Give the students the problem and then using a timer, give them 2 or 3 minutes to complete it. O Day 3 Show www.mathopenref.com/radius.html to students and discuss together. H Introduce EQ: How do you determine the value of the radius and diameter? How do you identify a radius and a diameter? W Introduce terms circle, radius, and diameter by drawing circles and labeling the radius and diameter E Use interactive website http://www.coolmath.com./reference/circlesgeometry.html to explain more in depth circle, radius, and diameter E Partners- Using yarn and can goods or cylinder shaped objects; measure diameter of each. Use a ruler to measure the yarn for an exact or estimated measurement. R, E-2 Whole Group- After students determine the diameter of each circle or object; determine the value of the radius. E Draw a pizza on board and demonstrate how there are many radii and diameters in a circle. Allow several different students to come up and draw a radius and diameter. T Give all students a sticky note and time them for 2 minutes to draw a circle and label the radius and diameter. O Day 4 Show students Brain Pop Video- Pi and introduce Pi song to get students interested. H Introduce EQ: How do you find the circumference of a circle using 3.14 ? W Review terms radius and diameter and introduce terms formula, pi, circumference and the sign for pi. E Introduce ratio for circumference and diameter c/d. E

FRIT 7430: UbD Stage 3 Assignment Partners/Groups- Using yarn and can goods, measure the circumference of each can and the diameter. R, E-2 Whole Group- Use formula to practice calculating circumference using the diameter. R, E-2 Use interactive website www.infoplease.com/math/knowledgebox to reinforce concept T

Day 5 Show Brain Pop Video- Measuring Circle and sing pi song. H Review EQ: How do you find the circumference of a circle using 3.14 ? W Review terms circumference, pi, diameter, radius, ratio, c/d E Use the formula and complete examples by calculating the circumference of given circle E Give each group a different problem to find the circumference. Time them for 5 minutes. After each group is done, they will come up to the board and explain how they found the circumference. R, E-2 Use interactive website www.infoplease.com/math/knowledgebox/player.html?movie=sfw41551 T Ticket Out the Door- Have students draw and label a circle. Include the following parts: radius, diameter, and center. Give the diameter a measurement and find the circumference using the formula. O Week 2 Type week 2 activities here (use page 26 of the UbD text as an example)

FRIT 7430: UbD Stage 3 Assignment Week 3

Give each student a napkin or a paper towel, fold in half diagonally making a triangle; measure the base and height of the rectangular napkin/paper towel then fold, take half of are because of missing triangle. H Introduce the Essential Questions (What are a base and a height? What is area? What is the formula for finding the area of a triangle? W

Review definition of area, base, height, length, width. E, R Draw a rectangle and/or square; discuss that of 2 triangles. The reason for taking of a triangle is because a triangle is of a square or rectangle. E Introduce area of a triangle draw a triangle explain how to locate the base and height Introduce the formula for area of a triangle A=1/2 b * h. E Demonstrate how to find the base and height of a triangle. E Whole Group- Practice finding the area of a triangle by using examples provided by a teacher E-2 Give quiz on calculating area of a triangle using formula, A=1/2 b x h. E Think Ink Speak- Discuss the formula for a triangle, write formula down. E-2 Bring in a cereal box (rectangular prism) and a volume/liter box and identify and measure the length, width, and height of each. H Introduce Essential Questions (What is the formula for finding the volume of a rectangular prism or cube? How do we find the volume of a rectangular prism and a cube?) W Review formulas for area of a rectangle, parallelogram, and circle E,R Introduce new terms- volume, rectangular prism, cube, 3D shape, cubic feet. W Discuss how to identify the length, width, and height of a rectangular prism and cube using real world objects. (Ex: cereal box, shoe box). E Model how to draw a rectangular prism and a cube. E Introduce the new formula for finding the volume of a rectangular prism and cube and practice finding the volume (V=lxwxh) (V=bh). E Draw several examples of rectangular prisms and cubes labeling the length, width, and height of each 3D shape. Using the formula to plug-in the measurements for the

FRIT 7430: UbD Stage 3 Assignment

length, width, and height to find the volume. E Discuss the differences between volume and capacity. E Whole Group/Partners- Given 3D rectangular prisms and cubes, practice finding volume. E-2 Draw a rectangular prism, label the length, width, and height with decimal measurements. Discuss the best way to estimate volume. H Introduce essential question (How do we estimate the volume of rectangular prisms and cubes?) W Review key vocabulary words and formula for finding volume. E Review how to find the volume of a rectangular prism and cubes using the formula V=lxwxh; label the length, width, and height with decimal measurements. E Practice finding the volume of the rectangular prisms and cubes by estimating the measurements for the length, width, and height of each 3D shape. E-2, R Whole Group/Partners- Use marker boards to practice drawing and estimating volume of 3D shapes (rectangular prisms and cubes). E-2, R If a packing box is 10.1 inches tall, 8.9 inches wide, and 15.4 inches long. Estimate the volume of the packaging box. R

Test: Compute volume of geometric figures, identify cubic units, explain similarities and differences between volume and capacity in their own terms, and determine congruency of geometric figures. Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.