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Vancouver Island University Faculty of Education

YEAR 5 BACHELOR OF EDUCATION - FRAMEWORK PLANNING MATRIX


Part 1
Grade(s):

4- 5

Title of Unit: Geometry

Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).

This will be a hands on manipulative geometry unit for 2D and 3D shapes

Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
Knowing how to calculate area is very useful in home renovations and trade jobs. Knowing how to calculate volume will help students infer how many units can
fit into a box even if you cant see the middle, for example: estimating how many candies are in a jar.
List the Provincial Learning Outcomes (PLOs):

Grade 4: C3 Demonstrate an understanding of area of regular and irregular 2-D shapes


C4 describe and construct rectangular and triangular prisms
Grade 5:C1 design and construct different rectangles given either perimeter or area or both and draw conclusions
C3 Demonstrate an understanding of volume
Resources: What resources will you use in this unit?
Marilyn Burns book About Teaching Mathematics
Nets from http://www.math-salamanders.com/3d-geometric-shapes.html
Geoboards elastic bands
Marshmallows, toothpicks, cubes,
Volume lesson idea http://teachers.net/lessons/posts/3636.html

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Part 2
Learning Outcomes
What are the unit level learning
outcomes? What do you want
students to
learn/understand/appreciate?

Description of Learning
Assessment Method/Tool
Activities & Strategies
What teaching strategies & activities will What method (e.g. write/say/do) and
you utilize to enable students to achieve tool/instrument will you use to collect
the learning outcomes?
evidence of the learning?

Assessment Criteria
By what criteria do you decide that the
outcome has been successfully met?
What will you look for in the
evidence?

Students will be able to


identify:Polygons
Quadrilaterals
Parallelograms
Trapezoids
Rhombus
Rectangle
Square
SWBAT understand that the
same area can be held by
different shapes
And Understand Unit2

Lesson 1
Can they identify the differences
Intro to Geoboards
Students will be making shapes on and similarities between a
Vocabulary:line segment, parallel,
the geoboards and recording info into parallelogram, trapezoid, rhombus,
intersecting, perpendicular and same their math duotangs.
rectangle and square?
length, polygon
Make quadrilaterals on Geoboards
Sort shapes

SWBAT design a polygone with


the same perimeter but different
area.
Same area with different
perimeter.

Lesson 3
Geoboards
Area and perimeter
Rectangles, squares and triangles

Lesson 2 (may take 2 lessons)


Tanogram Puzzle
Same area different shape and
perimeter
Put triangles together to make
different shapes of the same area.
Convex polygons and Concave
polygons.

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Students will follow the directions to Can student manipulate the


cut out their own tanogram puzzle. tanogram to make the required
They will write the name of the
shapes? Can they measure the
different shapes on them. They will perimeter? Can they calculate the
compare the area of the square,
area? Have they recorded the area
parallelogram and middle triangle
as cm2 ?
and compare the perimeters.
They will explore with the 3 small
triangles to make a square, triangle,
rectangle trapezoid and
parallelogram. They will record this
on a chart and repeat for using 5 and
7 pieces. They will use a ruler to
measure the perimeter and understand
that the area is the same.
Students will be given specific areas Students will hold up their
and perimeters and they are to make geoboards and I will note who
the shapes on the geoboard to match understands the task and who is
the requirements. Students will then struggling.
group together with other students
that made the same shapes. As a
group they will prove why their shape

Lesson 4
Geoboards
Area and perimeter of different
polygons
SWBAT understand the
Lesson 5
relationship between area and
Area and perimeter of different
perimeter. Understand that the polygons (page 115 MB)
square is the biggest area for the Similar shapes one eye test
smallest perimeter
SWBAT understand that when Lesson 6
you fold down the sides of a box Pentominoes (pg 108)
it makes a net.
Create pentominoes in pairs. How
many different ones can you make?
Understand Congruent
Which ones will make an open top
box?

SWBAT make 3D shapes

SWBAT make 3D shapes

Lesson 7
Continuation of Lesson 6
Early finishers can organize
pentominoes into a loop so that you
only move one square to make the
next step.
Lesson 8
Nets for cube, rectangular prism,
triangular prism, pyramid
Edges, Faces, Base, Vertices
Lesson 9
Toothpick and Marshmallow 3D
shapes
Label them with vertices, faces and
edges

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fits the requirements.


Students will record their shapes on I will look at the dot papers to see if
dot paper and we will discover how students can add partial triangle to
to square up to find the area of
make a whole triangle.
shapes with angles.
Students will cut and organize the
I will read their statement about the
shapes according to area. They will relationship between area and
compare their perimeters. Students perimeter.
will write a statement to record what
they know about the relationship
between area and perimeter.
Students will work in pairs to find as Students will trace pentominoes
many pentominoes arrangements as that make an open faced box into
they can. (there are 12 but I wont
their work book. Are the shapes that
share that) Students will then work as are recorded ones that will make an
a whole to see if we have found them open face box? How many did they
all. Once they have proved that their get? (there are 8)
shape isnt congruent with the ones
already drawn, they will draw their
shape on the board. Groups that
missed a shape can add that to their
own.

Students will glue foldable nets into Has the student included all the
their workbook and write in them the vertices, edges and faces for the
number of Faces, Edges and Vertices. different 3D shapes
Students will challenge each other to I will take note of students that are
guess their shape by create it with
using the correct vocabulary for
tootpicks and marshmallows and then describing their 3D structures
describing it to partner to replicate.
Describer must use new math

Play guess the shape with partner


SWBAT calculate volume and
what is Unit 3

SWBAT Apply volume to an


authentic situation.

language to describe, such as it has 8


vertices, 6 faces, 12 edges and all
sides are congruent.
Lesson 10
Students will complete a worksheet. Have students answered all the
How many cubes can fill a box?
questions and shown an
Count L x W x H =Measure LxWxH
understanding for the concept of
Do this for multiple shaped boxes.
volume?
Lesson 11
Find rectangles and squares outside,
record perimeter and find area.

Answer the question if we wanted 2 Can students apply volume to a


inches of sand to cover the rectangle realistic situation? Student will
play are where the swings are, what record answer as a ticket out the
volume of sand should we order?
door.
Answer the wall paper question,
Take notes during discussion
discuss with classmates. How did you
solve it?

SWBAT Apply area and volume Lesson 12


to authentic situations
Find rectangular prisms in the
classroom to measure volume.
Find area of walls and determine how
much wallpaper we would have to
order to cover all the walls in the class
room. What about windows?
SWBAT Measure perimeter, area Culminating activity
Students will record the name of the Teacher will use a checklist to
of base and volume of a given We will have a rectangular prism
shape, the perimeter measurement, record the students skills.
rectangular prism. Name the
party. All food will be rectangles or the area measurement of the base and
attributes of the prism. Construct cubes and students will have to
the volume of 3 of the food items.
Students will complete a self
a prism for a given volume.
measure and calculate perimeter, area They will construct a rectangular
assessment.
and or volume before they can eat it. prism out of marshmallows for a
May include different polygon cookies given volume. They will name the
and triangular prism foods that will
attributes of the prism.
need to be named and described.

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