Subject Area Math

Grade Level Grade 5

Unit Assessment Plan Topic Measurement
Length of Unit 4-5 weeks
(days)

Type equation here .Stage 1: Desired Results

General Outcomes (in full):
 Use direct and indirect measurement to solve problems.

Understandings: Essential Questions:

Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
 Students will be able to see how volume,  How does what we measure influence how we
capacity, area, and perimeter can be used in measure it?
our daily lives.
 Students will understand how to convert
different units of measurement.
 Students will gain knowledge on how to
measure certain things without using a
measurement tool. (Ex. Ruler)
 Students will learn how to estimate volume,
capacity, area, and perimeter using
referents.
 Students will learn how to calculate volume,
capacity, area, and perimeter using different
tools to measure them exactly.

Specific Outcomes (in full): Prior understandings…

Students will be able to…  Grade 3 – Shape and Space
3. Demonstrate an understanding of measuring length
2. Design and construct different rectangles, (cm, m) by: • selecting and justifying referents for the
given either perimeter or area, or both (whole units cm and m • modelling and describing the
numbers), and make generalizations. [C, CN, relationship between the units cm and m • estimating
PS, R, V] length, using referents • measuring and recording
length, width and height. [C, CN, ME, PS, R, V]
3. Demonstrate an understanding of measuring
length (mm) by: • selecting and justifying 5. Demonstrate an understanding of perimeter of
referents for the unit mm • modelling and regular and irregular shapes by: • estimating
describing the relationship between mm and cm perimeter, using referents for cm or m • measuring
units, and between mm and m units. [C, CN, and recording perimeter (cm, m) • constructing
ME, PS, R, V] different shapes for a given perimeter (cm, m) to
demonstrate that many shapes are possible for a
4. Demonstrate an understanding of volume by: perimeter. [C, ME, PS, R, V]
• selecting and justifying referents for cm3 or
m3 units • estimating volume, using referents

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Math
Grade Level Grade 5
Unit Assessment Plan Topic Measurement
Length of Unit 4-5 weeks
(days)

for cm3 or m3 • measuring and recording  Grade 4 - Shape and Space

volume (cm3 or m3) • constructing right 3. Demonstrate an understanding of area of regular and
rectangular prisms for a given volume. [C, CN, irregular 2-D shapes by: • recognizing that area is
ME, PS, R, V] measured in square units • selecting and justifying
referents for the units cm2 or m2 • estimating area, using
5. Demonstrate an understanding of capacity by: referents for cm2 or m2 • determining and recording area
• describing the relationship between mL and L (cm2 or m2) • constructing different rectangles for a
• selecting and justifying referents for mL or L given area (cm2 or m2) in order to demonstrate that
units • estimating capacity, using referents for many different rectangles may have the same area. [C,
mL or L • measuring and recording capacity CN, ME, PS, R, V]
(mL or L). [C, CN, ME, PS, R, V]

Where does this lead? (Future outcomes in the same

course, following grade-level classes, etc.)

Perimeter, area, volume, and surface area, are

further explored in grades 6-12.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Volume
Workbook Measuring Perimeter/ Volume Capacity and Minecraft Unit
Title Exit slips Objects Area Quiz Quiz Activity
Learning Pages Activity Capacity Test
Quiz Activity
Outcomes
Type S S S
F F F F S
(Formative/Summative) S
Weighting 0% 0% 0% 20% 20% 20% 0% 10% 30%
Design and construct
different rectangles, given
either perimeter or area, ✓ ✓ ✓ ✓ ✓
or both (whole numbers),
and make generalizations.
Demonstrate an
understanding of
measuring length (mm)
by:
• selecting and justifying
referents for the unit mm ✓ ✓ ✓ ✓ ✓
• modelling and
describing the
relationship between mm
and cm units, and
between mm and m units.
Demonstrate an ✓ ✓ ✓ ✓
understanding of volume
by:
• selecting and justifying ✓
referents for cm3 or m3
units
• estimating volume,
using referents for cm3 or
m3
• measuring and recording
volume (cm3 or m3)
• constructing right
rectangular prisms for a
given volume.
Demonstrate an
understanding of capacity
by:
• describing the
relationship between mL
and L
• selecting and justifying
referents for mL or L ✓ ✓ ✓ ✓
✓
units
• estimating capacity,
using referents for mL or
L
• measuring and
recording capacity (mL or
L).
Assessment Tool Brief Description Assessment FOR Learning Assessment OF Learning

Students will be given a measurement work booklet. Students will

Workbook pages be practicing measurement skills on specific pages selected by the ✓
teacher to work through.

Students will be given exit slips throughout the entirety of the unit.
Exit Slips Exit slips will not be given out every class but will be used to ✓
formatively assess the 4 main learning outcomes.

Students will be given a variety of different objects that they must

measure using the appropriate units of measurement (cm, mm).
Students will not be given the appropriate units of measurement
Measuring but will rather be deciding for themselves which measurement
✓
Objects Activity would be best used for a particular object. 1st they will estimate the
measurements using referents and then they will take the actual
measurement.

Students will be doing an activity with their table groups that

involves estimating and calculating the capacity of different
Capacity/Volume
substances. They will be given a worksheet which will identify the ✓
Activity
different substances and give them space to make an estimate and
then calculate the correct amount.
Students will do a quiz which will take approximately 30 minutes
Perimeter/Area to do. This quiz will have a mix of fill in the blank questions as
✓
Quiz well as word problems and calculation problems on perimeter and
area as well as touching on the basics of measurement.

Students will do a quiz which will take approximately 30 minutes

Volume Quiz to do. This quiz will have a mix of fill in the blank questions as ✓
well as word problems and calculation problems on volume.
 Students will do a quiz which will take approximately 30 minutes
Capacity Quiz to do. This quiz will have a mix of fill in the blank questions as ✓
well as word problems and calculation problems on capacity.

Students will be designing the layout for a new village for

Minecraft. To model the design students will be using grid paper.
They will be given a list of places that the village must include
with information on the perimeter, area, length or width of the
Minecraft Project buildings. At least 2 measurements are given for each building. ✓
Students must fill in the blank measurements and design the layout
of the village so each building satisfies the found/given
measurements. Students will also need to make sure there is a path
for access to each location so buildings can not touch each other.

Students must do a unit test on measurement that assesses all 4

Unit Test main learning outcomes. The test will have a mixture of fill-in the ✓
blank, multiple choice, matching, and short answer questions.

# Lesson Title Lesson Activities

 
1   Outcome(s): Demonstrate an understanding of measuring length (mm) by:
  • selecting and justifying referents for the unit mm
Introduction to Measurement • modelling and describing the relationship between mm and cm units, and between mm and m
units.
 
Overview: (please connect lesson explicitly to EQ) In this lesson, we will start off the
measurement unit looking at what is measurement, why is it important, and what do we use it for.
We’ll look at different tools we use to measure, watch a video on the metric system and come up
with different referents we can use for mm, cm, m, and km. Then students will complete the first
half of their first page of their measurement booklets. Once done we will explore how to measure
appropriately and practice measuring on the second half of the first page in their booklets.

Teaching and/or Learning Strategies: Direct instruction, Problem Solving, Discussion

Notes:
Resources:
 

2   Outcome(s): Demonstrate an understanding of measuring length (mm) by:

  • selecting and justifying referents for the unit mm
 Measuring objects activity • modelling and describing the relationship between mm and cm units, and between mm and m
units.

Overview: (please connect lesson explicitly to EQ) Review how to measure appropriately. After
students must look for different items of THEIR OWN, that would be measured in mm, cm, and m.
Students will find one item at a time, estimate the measurement and then take the actual
measurement. Do this activity by using pages 3 and 4 in their workbooks.
Teaching and/or Learning Strategies: Problem Solving
Notes:
Resources:

3 Converting mm to cm, cm to m, Outcome(s): Demonstrate an understanding of measuring length (mm) by:

and m to km • selecting and justifying referents for the unit mm
• modelling and describing the relationship between mm and cm units, and between mm and m
units.

Overview: (please connect lesson explicitly to EQ) In this lesson, as a class we will be looking at
how to convert one type of measurement to another type. Ex. mm to cm. Students will practice
 basic questions on mini whiteboards.
Teaching and/or Learning Strategies: Problem Solving
Notes:
Resources:

4   Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
  (whole numbers), and make generalizations.
Perimeter Overview: (please connect lesson explicitly to EQ) In this lesson, we will be going over perimeter,
including the definition and the formula. We will also be looking at a video on perimeter, do a few
examples of calculating perimeter (diagrams and word problems) using mini whiteboards, and will
be using lego to create different shapes that consist of all the same perimeters.
Teaching and/or Learning Strategies: Direct Instruction, Experiential Learning
Notes:
Resources:

5 Perimeter Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations.
Overview: (please connect lesson explicitly to EQ) In this lesson, we will be reviewing perimeter,
including the definition and the formula. Do a few examples of calculating perimeter using mini
whiteboards, and work on pages 6,8, and 9 in their measurement workbooks.
Teaching and/or Learning Strategies: Direct Instruction, Experiential Learning
Notes:
Resources:

6   Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
  (whole numbers), and make generalizations.
 Area
Overview: (please connect lesson explicitly to EQ) In this lesson, we will be going over area,
including the definition and the formula. We will also be looking at a video on area, do a few
examples of calculating area (diagrams and word problems) using mini whiteboards, and will be
using linking cubes to create different shapes that consist of all the same areas.
Teaching and/or Learning Strategies: Experiential learning, problem solving, direct instruction
Notes:
Resources:

7 Area Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations.
 Overview: (please connect lesson explicitly to EQ) In this lesson, we will be going over area,
including the definition and the formula. Do a few examples of calculating area using mini
whiteboards and will be using colored tiles to create different shapes that consist of all the same
areas.
Teaching and/or Learning Strategies: Experiential learning, problem solving, direct instruction
Notes:
Resources:

8   Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
  (whole numbers), and make generalizations.
 Area and Perimeter
Overview: (please connect lesson explicitly to EQ) This lesson will be a review of both perimeter
and area. Students will be taught how to measure perimeter and area on graph paper, and then
will do an activity where they write their first name in block letters on graphing paper. They then
must calculate the area and perimeter of each letter. Once that is done, they have to calculate the
total area and perimeter of their full name. If students are done early, they will work on pages 11
and 19 in their measurement booklets.

Teaching and/or Learning Strategies: Problem solving, Direct Instruction, Discussion

Notes:
Resources:

9   Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
  (whole numbers), and make generalizations.
Area and Perimeter Stations  Overview: (please connect lesson explicitly to EQ) This lesson will consist of 3 different stations.
Station 1: Area and Perimeter game
Station 2: Relating area and perimeter game-Pg. 20
Station 3: Practicing Area and Perimeter Word problems (Teacher Lead)

 Teaching and/or Learning Strategies: Experiential learning

 Notes: 
Resources:
10 Minecraft Activity Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations.
 Overview: (please connect lesson explicitly to EQ) In this lesson, the teacher will introduce the
new project to the class and then students will begin working on their Minecraft area and perimeter
projects in class.

Teaching and/or Learning Strategies: Problem Solving

Notes: 
Resources:

11 Minecraft Activity Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
(whole numbers), and make generalizations.
 Overview: (please connect lesson explicitly to EQ) In this lesson, students will be working on
their Minecraft area and perimeter projects in class.

Teaching and/or Learning Strategies: Problem Solving

Notes: 
Resources:

10 Minecraft Activity/Area and Outcome(s): Design and construct different rectangles, given either perimeter or area, or both
Perimeter of the classroom (whole numbers), and make generalizations.
 Overview: (please connect lesson explicitly to EQ) In this lesson, students will be finishing their
Minecraft area and perimeter projects in class. Once done the students can work by themselves or
in groups to find the perimeter and area of the tables in the classroom and the classroom as a
whole.
 Teaching and/or Learning Strategies: Experiential learning
 Notes: 
Resources:

11   Outcome(s): Demonstrate an understanding of volume by:

• selecting and justifying referents for cm3 or m3 units
 Volume • estimating volume, using referents for cm3 or m3
• measuring and recording volume (cm3 or m3)
• constructing right rectangular prisms for a given volume.
Overview: (please connect lesson explicitly to EQ) In this lesson, there will first be a quiz on
perimeter and area. Once the quiz is done, we will be exploring what volume is, referents for cm^3
 and m^3 and the formula used to figure out volume. As a class we will be working through a few
examples together and then students will practice on their own using mini whiteboards.
Teaching and/or Learning Strategies: Direct Instruction, Collaborative work, Discussion
Notes:
Resources:

12 Volume Practice Outcome(s): Demonstrate an understanding of volume by:

• selecting and justifying referents for cm3 or m3 units
• estimating volume, using referents for cm3 or m3
• measuring and recording volume (cm3 or m3)
• constructing right rectangular prisms for a given volume.
Overview: (please connect lesson explicitly to EQ) This lesson, will be devoted to practicing
multiple questions on volume in their measurement workbooks on pages 34-35. Then students will
be creating rectangular prisms with linking cubes. They will switch these shapes with a partner
then they will have to estimate the volume using referents and then find the volume of each others
shape. Once they are done, they can create another shape (does not have to be another
rectangular prism) and do the same activity with a partner.
Teaching and/or Learning Strategies: Individual Collaboration, Experiential learning
Notes: 
Resources:

13   Outcome(s): Demonstrate an understanding of volume by:

Constructing the object with a • selecting and justifying referents for cm3 or m3 units
given Volume  • estimating volume, using referents for cm3 or m3
• measuring and recording volume (cm3 or m3)
• constructing right rectangular prisms for a given volume.

Overview: (please connect lesson explicitly to EQ) In this lesson, students will be given the
volume of a rectangular prisms and must recreate the prism using linking cubes. Some students
will be given the measurements while others must figure out the length, width, and height of the
prism.
Teaching and/or Learning Strategies: Indirect instruction, Experiential learning
Notes:
Resources:

14 Finding the volume of an Outcome(s): Demonstrate an understanding of volume by:

abstract shape  • selecting and justifying referents for cm3 or m3 units
 • estimating volume, using referents for cm3 or m3
• measuring and recording volume (cm3 or m3)
• constructing right rectangular prisms for a given volume.
Overview: (please connect lesson explicitly to EQ) This lesson will introduce how to calculate the
volume of abstract shapes. There will be a few examples done as a class, and then students will
work with a partner in their table groups making different abstract shapes with linking cubes and
then calculating the volume of them.
Teaching and/or Learning Strategies: Direct Instruction, Experiential learning, Collaborative
Work
Notes:
Resources:

15   Outcome(s): Demonstrate an understanding of capacity by:

  • describing the relationship between mL and L
Capacity • selecting and justifying referents for mL or L units
• estimating capacity, using referents for mL or L
• measuring and recording capacity (mL or L).
Overview: (please connect lesson explicitly to EQ) In this lesson, students will first do a quiz on
Volume. Once that is done, we will be going over capacity and referents for capacity (ml and L),
including the definition and how to find it. We will also be looking at a video on capacity and do a
few examples of estimating and calculating capacity using mini whiteboards.

Teaching and/or Learning Strategies: Direct Instruction, Problem Solving

Notes:
Resources:

16   Outcome(s): Demonstrate an understanding of capacity by:

Capacity Conversions mL to L • describing the relationship between mL and L
• selecting and justifying referents for mL or L units
• estimating capacity, using referents for mL or L
• measuring and recording capacity (mL or L).
Overview: (please connect lesson explicitly to EQ) In this lesson, students will learn how to
convert ml to L and L to ml. They will experiment using graduated cylinders and plastic cups.
Teaching and/or Learning Strategies: Direct Instruction, Problem Solving
Notes:
Resources:
17 Estimating and Calculating Outcome(s): Demonstrate an understanding of capacity by:
Capacity of different substances • describing the relationship between mL and L
• selecting and justifying referents for mL or L units
• estimating capacity, using referents for mL or L
• measuring and recording capacity (mL or L).
Overview: (please connect lesson explicitly to EQ) In this lesson, there will be given a variety of
substances with different capacities set up around the room. Students must go from one
substance to the next in their groups. They must first estimate the capacity of the substance using
referents, discussing it with their group members. Once they have estimated the amount, students
must pour the substance in a graduated cylinder to measure the exact capacity. There will be a
worksheet that will go along with this activity.
Teaching and/or Learning Strategies:
Notes:
Resources:

18 Capacity Outcome(s): Demonstrate an understanding of capacity by:

• describing the relationship between mL and L
• selecting and justifying referents for mL or L units
• estimating capacity, using referents for mL or L
• measuring and recording capacity (mL or L).
Overview: (please connect lesson explicitly to EQ) In this lesson, as a class we will go over
capacity word problems and then students will be able to practice on their own using mini
whiteboards.
Teaching and/or Learning Strategies: Individual/Collaborative Work, Discussion, Direct
Instruction
Notes:
Resources:

19 Capacity Outcome(s): Demonstrate an understanding of capacity by:

• describing the relationship between mL and L
• selecting and justifying referents for mL or L units
• estimating capacity, using referents for mL or L
• measuring and recording capacity (mL or L).
Overview: (please connect lesson explicitly to EQ) In this lesson, we will be talking about how
volume and capacity are related. Then students will be reviewing capacity and volume on pages
36 and 37.
Teaching and/or Learning Strategies: Direct instruction, Discussion, problem solving.
 Notes:
Resources:

20 Capacity Quiz/Review for Unit Outcome(s): All 5 Outcomes

Test Overview: (please connect lesson explicitly to EQ) In this lesson, students will do their capacity
quiz. After the quiz, the teacher will provide a demonstration of 4 games on Volume, Capacity,
Area, and Perimeter in front of the class and then will split the class up into 4 groups. Students will
be designated to play one of the games by the teacher.
 
Teaching and/or Learning Strategies: Direct Instruction, Problem Solving, Individual Work
Notes:
Resources: https://ca.ixl.com/math/
http://www.ictgames.com/mobilePage/capacity/index.html

21 Review for Unit Test Outcome(s): All 5 Outcomes

Overview: (please connect lesson explicitly to EQ) Students will be playing the 4 games on
Volume, capacity, area, and perimeter. Their will be 5 rounds in order to ensure students are
getting practice in all 4 main areas for their unit test as well as another round that will be teacher
lead that will review converting measurements.
Teaching and/or Learning Strategies: Individual work, Problem Solving, Direct Instruction
Notes:
Resources: https://ca.ixl.com/math/
http://www.ictgames.com/mobilePage/capacity/index.html

22 Unit Test Outcome(s): All 5 Outcomes

Overview: (please connect lesson explicitly to EQ) Students will be writing their unit tests on
measurement.
Teaching and/or Learning Strategies:
Notes:
Resources:
 Rational

The purpose of this unit is to ensure students know what measurement is, why it is important, and what we as individuals use it
for in our daily lives. Students will be learning how to estimate the measurements of different objects using referents and will
also be able to accurately measure the actual measurements using the appropriate measuring tool. In addition, they will be able to
decipher which unit of measurement is appropriate for a variety of different items. We will also be estimating and taking actual
measurements of objects and their perimeters, areas, and volumes with the use of manipulatives.

Capacity is another topic student’s will be learning about through kinesthetic learning. Students will be estimating the amount of
liquid in a given container and will then use graduated cylinders to practice their liquid measuring skills in milliliters and liters.
At the end of the unit, students will have a complete understanding of measurement through the use of direct instruction and
hands on activities teaching them to know which unit of measurement is best used to measure a given object or liquid.