Unit Plan Template

Unit Author
Intel® Teach Program
First and Course
Essentials Last Name Debbie E. Bandahala
School District School of Education, Arts and Sciences
School Name Universidad de Zamboanga
School City, State Zamboanga City
Unit Overview
Unit Title
Let’s Get in Shape
Unit Summary
Topics: Finding the Volumes of Solid Figures
Solid figures are known as three dimensional figures. Why 3-dimentional figures?
Because we measure the three elements, such as length, width, and height of the solid
figures and the result is what is known as the Volume.

Key Activities:
The students are asked to identify the solid objects around them.
The students are asked to solve for the volumes of solid figures.

Student Products:
The students are asked to cut the paper in order to come up with an actual solid object.
They should come up with actual models of solid figures.

Student Role:
Observer, facilitator, demonstrator, learners

Subject Area
Solid Geometry
Grade Level
Second Year College
Approximate Time Needed
1 week
Unit Foundation
Targeted Content Standards and Benchmarks
NCTM Content Standard/National Mathematics Education Standard
After the discussion, the students are expected to:

1. Analyze characteristics and properties of two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships.

2. Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop
vocabulary to describe the attributes;

3. Classify two- and three-dimensional shapes according to their properties and develop
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4. Identify different solid figures.

5. Apply the properties of one-, two-, or three-dimensional geometric figures to describe,
Intel® Teach Program
Essentials Course

Module 2: Draft an
Assessment Plan Assessment Timeline
and create an
assessment to gauge
Assessment Timeline student needs.

Before project work Students work on projects After project work is

begins and complete tasks completed

• Brainstorming • Think- • Project • Questioning • Reflectio • Post-test

• Journals pair- Rubric • Journal n Journal • Project
share • Checklist writings • Group summaries
• Pre-test
• Peer • Blogging assessment
assessment • Self
• Self assessment Module 5: Write
Assessment Summary
assessment and create a summative
assessment for student
sample.
Assessment Summary
The teacher will make use of the rubric to assess the activity conducted by the students in
determining f the solid figures.
Another rubric will be used to assess the student’s performance in presenting their models of the
solid figures.
Journals and blogging site will be used to assess students’ understanding on the content of the
project. Things to look for correct use of terminology, drawing logical conclusions about the
content and applying material learned to other real world situations.
Checklist and Rubric from teacher, peer, and self evaluations throughout the investigation(s).
Unit Details
Prerequisite Skills
Students will need to have an understanding of perimeter and area of the plane figures and
angles and angle Measurements.
Skills that the students must possess prior to the discussion of the topic are considered as
follows:
1. Numeracy skills
2. Problem solving skills
Module 4: Create student
3. Calculating skills sample and draft
4. Computer skills Instructional Procedures.

5. Communication skills
6. Comprehension skills

Instructional Procedures

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Intel® Teach Program
Essentials Course

Day 1
Let’s Get in Shape
Brief Overview:
In this unit, students will explore geometric solids. Using various hands-on
activities, class discussions, literature & art, students will identify the properties of solid
geometric figures and analyze the relationship between plane and solid figure surfaces.
Students will learn how to identify solid shapes, describe the figures using their attributes,
and relate plane figures to the surfaces of solid figures.

Teacher Facilitation
Beginning with Pre-Assessment power point, the teacher will start a discussion using the
essential question. Allow students time to think individually. (about 2 -3 min). Then group
students into groups of two or three and have them share their responses within their groups (2
- 3min). Now as a whole class discusses the question and math skills, they need to get and
maintain a job (15min). As the next step in the class, ask them to get random jobs and research
what math skills that will be required to perform the activity successfully.
The teacher will show some pictures of the different things that can be found at home
and she will relate them to the new lesson.
1 Introduce the different solid figures such as cubes, rectangular solids, cones, cylinders,
prisms and pyramids by visually representing them thru PowerPoint presentation..

Student Application
1 Using whole group teacher facilitation, the teacher will employ the cooperative learning
method to facilitate the student’s learning. Students are asked to group themselves into 5.
2 The teacher will present the lecture-discussion thru PowerPoint . Students are ready to
listen and participate in the discussion. Students are asked to perform the activity1 shown in
the PowerPoint.
3 Activity2
4 Every group will hold up their solid figures as they are correctly identified by the teacher,
which will enable them to assess the accuracy of their own responses.
2 Each one of them will receive the feedback from their teacher.
5 The teacher asks her students to bring the calculator next meeting.
3 After the lecture the students are asked to summarize their activity. Rubric assessment is
used.
6

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Intel® Teach Program
Essentials Course

Day 2

After recalling the previous lecture the teacher asks her students to get ready for the next
lesson. The teacher asks them to get their calculator and get ready with the next activity.

Teacher Facilitation
The teacher presents lesson thru the power point presentation.

Student Application
Using whole group teacher facilitation, the teacher asks the students to solve for the volumes of
the different solid figures shown in this PowerPoint but this will be submitted by next meeting.
Take home quiz

Day 3
The teacher collects the assignment and begins to ask the students to solve problem
number 1, 2, 3 and 4 on the chalkboard. 4 students are called to solve the problems on the
board. After that she checks the answer of the students.

Teacher Facilitation
i. The teacher presents the newsletter that she had created and asks the students to
do the same activity.

Student Application
Using numbered heads together strategy, the students work with their group and must come
up with one brochure/newsletter that tackles more on the different solid figures and they will
describe and show their understanding regarding the figures learned.
The students are using one computer unit per group. There are 3 students in a group. They
must have one leader who will lead the activity.

Here are some of the students outputs…..

A – Brochure
B- Newsletter
C - Weblog
Rubrics to be used in the assessment of newsletter, brochure and weblog.

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Intel® Teach Program
Essentials Course

Module 6: Draft ideas to

support all learners and
Accommodations for Differentiated Instruction create student support
material.
Special Needs Provide accommodations as IEP address.
Students

Nonnative Provide/ translate version of assignments, Group students with the same
Speakers dialect in speaking or bilingual partners that are willing to be patient.

Gifted/Talented Provide bonus questions that require more research.

Students

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection Video Conferencing Equip.
DVD Player System Other      
Internet Connection Scanner
Television
Technology – Software (Click boxes of all software needed.) Module 3: Identify
Database/Spreadsheet Image Processing Web Page Development Internet resources for
student use in research,
Desktop Publishing Internet Web Word Processing communication,
E-mail Software Browser Other       collaboration, and
Multimedia problem solving.
Encyclopedia on CD-
ROM
Connected Math Problems and handouts copy as needed for each
Printed Materials
activity, models, math patterns that are related to the problems
Supplies Look at each investigation supply list
http://solidgeometry.com ,
www.math.com,
Internet www.solidfigures.com ,
Resources
http://math-s-fun

Other Resources
Module 4: Incorporate
resources
Module 6: into
Draft ideas to
Instructional Procedures
support all learners and
create student support
material.

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