4- 5
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).
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):
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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?
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
Lesson 3
Geoboards
Area and perimeter
Rectangles, squares and triangles
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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?
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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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
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