Title of Unit: Geometry and Measurement:

- Algebra: Patterns and Graphing

- Convert Units of Measure
Teacher: Ms.Rosenblum

Grade & Subject: 5th Grade Math

Dates of Implementation: Spring 2015 (May-June)

Number of School Days:

DESIRED RESULTS
Standards Taught This Unit

Common Core Standards:

- CC.5.MD.2- Make a line plot to display a data set of measurements in fractions of a unit (, , ).
Use operations on fractions for this grade to solves problems involving information presented in line plots.
- CC.5.OA.3- Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms. Form ordered pairs
consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate
plane.
- CC.5.G.1- Use a pair of perpendicular number lines called axes
- CC.5.MD.1- Convert among different-sized standard measurement units within a given

measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
-

Also aligned to:

- CC.5.G.2
- CC.5.NF.7a, CC.5.OA.1
CCSS.MATH.PRACTICE.MP1: Makes sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP4: Model with mathematics.

CCSS.MATH.PRACTICE.MP6: Attend to precision.

CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.
Enduring Understandings

What do we want students to understand and be able to use

several years from now, after they have forgotten the details?

Essential Questions

What questions will students grapple with that will lead them to
these enduring understandings? (These should be broad/openended questions.)

Students will understand that (3-5 BIG, Broad Ideas)

- Geometric shapes and the ability to graph

them is useful information for understanding
physical space. If students decide to go into
architecture, design, engineering or city
planning for example, they will be well equipped
with the foundational skills needed to sketch
their design.
- Graphing is helpful for visualizing
directions, using maps, and making scale
models.
- The ability to graph data permits students
to understand trends (social, scientific, etc) in
the world around them. Students will
understand that different graphs can be used to
understand different situations and to better
represent the world around them. Students will
hopefully begin to question the simplicity of
graphs (how is it possible that a graph can
represent the world around us?
- SW understand that the ability to convert
units of measure is important to international
and domestic experiences.
- SW learn that the customary measure
used in the United States is not what is used
around the world to measure anything and that
the ability to convert units of measure permits
greater access to science and, in the grand
scheme of things, other world views.
What misunderstandings are predictable? (List 3-5 common
misconceptions)

- SW likely struggle with the basic concept

of graphing, specifically mixing up rise and run
when graphing a point on the coordinate plane.
- SW likely struggle with some of the basic
operations needed to graph data (students who
struggled when we first learned this concept).

- How can a line plot help you find an average

with data given in fractions?
- How can you identify and plot points on a
coordinate grid? When is this skill useful and
what does it tell us about the world around us?
- How can you use a coordinate grid to
display data collected in an experiment? Is a
coordinate grid the best way to represent data?
- How can you use a line graph to display and
analyze real-world data? What does a line graph
exclude about real-world data?
- How can you identify a relationship between
two numerical patterns? What does this tell us
about the data that we graphed?
- How can you use a strategy solve a simpler
problem to help you solve a problem with
patterns?
- How can you write and graph ordered pairs
on a coordinate grid using two numerical
patterns?
- How can you compare and convert
customary units of length? Why is this important
and useful and when would you use it?
- How can you compare and convert
customary units of capacity? Why would you need
to do this?
- How can you compare and convert the
customary units of weight? Why and when would
you need to do this?
- How do you solve multistep problems that
include measurement conversions?
- How can you compare and convert metric
units? How is the fact that metric units work in
base ten helpful to us to convert?
- How can you use the strategy make a table
to solve problems using customary and metric
conversions?
- How can you solve elapsed time problems

- SW likely misinterpret data and graph the

x axis on the y axis and vice versa.
- When graphing data such that the x axis is
a word instead of a number variable, SW likely
struggle to associate a qualitative and
quantitative variable.
- SW likely struggle to identify rules that
properly describe the relationship between
number pairs.
- SW likely struggle to distinguish which
part of a multi-step problem to complete at
which point.

Key Knowledge

What key knowledge, facts, and vocabulary will students acquire

as a result of this unit? Be specific. Use student-friendly language
for the facts and definitions you list.

- Data- information put together to tell us

about patterns in real life
- Interval- the fixed distance between any
two consecutive numbers on the scale of a graph
(the space between two points)
- Line graph- graph that uses line segments
(parts of a line) to show how data changes over
time
- Fractions
- Ordered Pair- the pair of numbers used to
locate points on a grid
- Origin- the point where the x-axis and the
y-axis intersect (0,0)
- x-axis- the horizontal line on a coordinate
plane
- x-coordinate- the first number in an

by converting units of time? When would you

need to do this?
- Why is it important that we would be able to
compare and convert units of measure? What
would some of the confusion be around the world
if we did not know that measurement looked
different in different parts of the world?

Key Skills

What key skills will students be able to perform as a result of this

unit? You dont have to break down how to do each skill.

- Ability to graph data

- Ability to collect data on various topics
- Ability to measure temperature/ how to
read a thermometer
- Discuss relationships between two
variables
- Read graphs

ordered pair which tells the distance to move

right or left
- y-axis- the vertical number on a coordinate
plane
- y-coordinate- the second number in an
ordered pair which tells the distance to move up
or down.
- Scale- a series of numbers placed at fixed
(even) distances on the graph that help label it
- Units of measure in the USA and abroad
(foot, inch, mile, yard)
- Units of measure of capacity/anything that
holds a certain amount (cup, fluid ounce, gallon,
pint, quart, tablespoon, teaspoon)
- Units of measure of weight in the USA and
abroad (ouce, pound, ton)
- Convert- change
- Metric measures (used outside the USAgrams)
- deka- centi- deci- kilo- liter
- mass
- meter
- gram
- Elapsed time (time that has passed)/ ability
to read a clock (and a map for that matter)
ASSESSMENT EVIDENCE

Formative Assessments

How will students be asked to exhibit their understanding

throughout this unit? How will you communicate their progress to
them? Think both daily and weekly, formally and informally,
things they can self-correct and things you check.

- Guided practice (self-corrected)

- Checks for Understanding (1, 3, 5 to
measure comfort with the materials)

Summative Assessments

How will you evaluate the learning that has taken place at the
end of the unit? This will likely be a unit test, but is there a short
project or open-ended element you can include?

Quizzes/Exit tickets
Chapter tests
Performance on a data collection and

- Homework
- Performance on class work
- Discussion and specific questions about the
information that we are learning
- Class participation in discovery learning
activities (SW graph using their own bodies, SW
graph a room, SW graph data associated with
social studies unit at the time, SW graph the
distance that they can fly paper airplanes)
- Small group feedback when necessary

presentation project using temperatures

measured and collected throughout the month of
March/April/May to use real world data to graph
(SW also have the chance to graph this in
comparison to data collected from previous
years)
- Performance on time travel and
measurement conversion activities (including
measuring your own height in metric and
standard measurements)

STUDENT INVESTMENT
FRAMING THE UNIT
*How will the new unit of study be framed for the students so that they know where they are headed, why the material is important to
study, what will be required of them (projects, etc.), and so that they are hooked? Is there a real-world theme you can adopt?
Connection to another content? WHY are we doing this? Why do they care?

Students are going to be introduced to the material through designing a room of their choosing. They will have
to make it their dream room and identify the shapes and the layout of the room. They will do this on graph
paper so they become comfortable with the graph paper. Students will get to design the space and then (to tie in
other materials), they will do research to figure out how much it will cost for them to create the space that they
designed (real or fantasy). Since the graphing chapter is the opening to a series of chapters about geometry and
measurement, students will have the opportunity to combine many different skills that they will need throughout
this chapter in ways that allow them to express their creativity.
Daily Objectives/Learning Goals

How will you sequence your daily objectives (know/do) so that they lead to the desired understandings? Insert your SWBATS into the
calendar below. ALSO, please include explicit reference to Standards for Mathematical Practice
(http://www.corestandards.org/Math/Practice/) at least 5 times as a secondary objective.

Monday,
Introduce the unitintroduce the
project and review
show what you
know activity from
provided in the
curriculum
Monday,

Tuesday,
SWBAT make and
use line plots with
fractions to solve
problems (Lesson
9.1)

Wednesday,
SWBAT graph and
name points on a
coordinate grid
using ordered pairs
(9.2).

Thursday,
SWBAT collect and
graph data on a
coordinate grid
(9.3)

M.P.4
Tuesday,

M.P.4
Wednesday,

M.P.4
Thursday,

Friday,
SWABT analyze and
display data in a
line graph.
M.P.4
Friday,

Mid-chapter check
point (quiz)
SW review
numerical patterns
and rules. SW
practice materials
already reviewed.

SWBAT use two

rules to generate a
numerical and
identify the
relationship
between the
corresponding
terms in the
pattern.

SWBAT solve
problems using the
strategy solve a
simpler problem.

SWBAT graph the

relationship
between two
numerical patterns
on a coordinate
grid.

SW take a test on
chapter 9 (algebra
and graphing)

M.P.4
M.P.4

Monday,
SWBAT compare,
contrast, and
convert customary
units of length.
Monday,
SWBAT solve
problems about
customary and
metric conversions
using the strategy
make a table.

M.P.4
Tuesday,
SWBAT compare,
contrast, and
convert customary
units of capacity.
Tuesday,
SWBAT convert
units of time to
solve elapsed time
problems.

Wednesday,
SWBAT compare,
contrast, and
convert customary
units of weight.

Thursday,
SWBAT convert
measurement units
to solve multistep
problems.

Friday,
SWBAT compare,
contrast, and
convert metric
units.

Wednesday,
SW review for
chapter 10 test.

Thursday,
SW take chapter 10
test.

Friday,