UNIT PLANNER

TITLE: Measurement of Perimeter and Area – leading into volume and ORGANISING LEARNING AREA: Mathematics
capacity
STRAND: Measurement and Geometry
YEAR LEVEL: 6/7

LEARNING INTENTION:
- Students will be able to identify the differences between perimeter and volume
- They will be able to solve worded problems involving calculations of area and perimeter
- Students will establish the formula for rectangles and use this when problem solving
- Students will be able to calculate the volume of cubes and rectangular prisms
- Students will be able to identify the differences between volume and capacity
- Students will be able to convert between volume and capacity units of measurement

CONTENT DESCRIPTOR:
Year 6:
Measurement and Geometry:
 Solve problems involving the comparison of lengths and areas using appropriate units ACMMG137
 Connect volume and capacity and their units of measurement ACMMG138
 Construct simple prisms and pyramids ACMMG140

Year 7:
Measurement and Geometry:
 Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving ACMMG159
 Calculate volumes of rectangular prisms ACMMG160

ACHIEVEMENT STANDARD:
Year 6:
 They make connections between capacity and volume.
 They solve problems involving length and area
 They construct simple prisms and pyramids.

Year 7:
 Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms.
GENERAL CAPABILITIES:
 Literacy
 Numeracy
 Critical & Creative Thinking

ASSESSMENT:
Prior knowledge: A KAHOOT will be done at the beginning of the unit to test the prior knowledge of students.

Formative:
- Dream house/ classroom
- A3 City design
- Reflection and calculations for the water relay (shows problem solving and critical thinking)

Summative:
Test

LEARNING EXPERIENCES:

Introduction to unit:
Introduce unit and what the expectations/learning intentions are.
To recall students’ prior knowledge, students will complete a Kahoot which will ask them questions about measurement including perimeter, area, volume
and capacity. This will allow me to assess where students are in their understanding of these topics.

Learning episode 1: Perimeter

Introduction:
Students will go through the PowerPoint slides introducing perimeter.
The PowerPoint will go over what it is and the equation to find it.
Learning experiences:
Before students begin to attempt at calculations for perimeter themselves, I will show an example on the board and explain it.
This provides students an example of how perimeter is calculated.
After going through an example with the class students will complete a task to attempt it themselves.
Activity! Trace
Students will trace 3 objects from around the classroom and calculate the perimeter of them.
They will then create 4 shapes,
1 with a 16cm perimeter, a 25cm perimeter, 30cm perimeter and a 27cm perimeter.
Early finishers: Students must create 3 different shapes that make up a perimeter of 20cm.
Have students share what shapes they created as not all of the shapes created by students will be the same.
Conclusion:
To conclude this lesson, we will discuss as a class what some students came up with.
Then to complete the session students will fill out exit slips.

Learning episode 2: Area

Introduction:
Students will go through the PowerPoint slides introducing area.
The PowerPoint will go over what it is and the equation to find it.
We will also discuss as a class the difference between area and perimeter. (IT IS IMPORTANT THEY KNOW THE DIFFERENCE)
Learning experiences:

Activity! Whole class examples

Provide an example of how to calculate area.
Students then try a couple examples at their tables to practice.
These area problems will be written on the board for students to try. Students must show 2 examples to the teacher before being able to play the next
activity.

Activity! Area game

2-4 players – 2 dice required.
Each student pics a corner of the grid paper to start.
Students take in turns rolling the dice – whatever two numbers you roll, you draw a square/rectangle by those dimensions.
Eg. The student rolls a 2 and a 3, therefore the student makes a rectangle with an area of 6cm2
You can only build out your shapes from your corner. The goal is to roll big numbers and take up the most space on the paper.
Most space taken up = winner

Conclusion:
Student exit slips/ discussion on what students learnt from the lesson.

Learning episode 3: Area and Perimeter

Introduction:
Now that both area and perimeter have been discussed and practiced, they must be practiced together.
Start off my going through an example of area and perimeter together as a class. This is bringing forth what students have learnt so far and provides an
opportunity to recap differences between area and perimeter.
After going through an example, attempt a worded problem to show students how to interpret the dimensions from a worded question.
Example done with class:
Annie wants to buy a new carpet. She has room for a carpet of 6cm by 8cm. What is the perimeter and area of the carpet Annie needs?

Learning Experience:
Activity: Dream house/classroom
Students are going to create their dream classroom or bedroom!
 Their template is to use a page in their books!
 For every item/ piece of furniture/room added, they must calculate the perimeter and area of each.
 Write calculations on the next page for each room/furniture item added
 If finishing early, add colour!

The next task for early finishers or for whole class is a board game. This will allow them to work on their problem solving.
Students develop their understanding of area and perimeter while exploring it in a fun way.

Activity! Board game

Students will need the board game sheet and the task cards.
The instructions are written on the board game – students take in. turns and follow the directions on the board game and task cards.
This will be played in groups of 3-4.
Students will test their knowledge on area and perimeter as each task card requires a calculation.
The answer decides on your move.
This is a fun way to engage students in perimeter and area.

Conclusion:
Students share their designs and student exit slips are completed.

Learning episode 4: Volume

Introduction:
Students will go through the PowerPoint slides introducing volume.
The PowerPoint will go over what it is and the equation to find it.
Students will also watch a video to help explain the process of how to calculate volume to help them to understand it and make sense of it.
Video: https://www.youtube.com/watch?v=u1nWI2b0fT4
Learning experiences:
As a class we will complete an example of a volume problem to practice and go over anything students are feeling unsure about. The class will then attempt 2
on their own. The problems will be on the PowerPoint slide as well as on a sheet given to them for if they want their own visual.
After 10-15 minutes, we will go over them as a class.

Students will then investigate objects around them and calculate their volume.

Activity! – Hunting for objects

 Find an item around the room
 Measure it with your ruler
 Find its length, width and height
 Draw it and calculate the volume
 AT LEAST 4 DIFFERENT SHAPES

Extension task is a worksheet for volume:

https://www.pinterest.com.au/offsite/?token=303-718&url=https%3A%2F%2Fwww.studyladder.com.au%2Fgames%2Factivity%2Fcalculating-the-volume-of-
rectangular-prisms-4582%3Flc_set%3D&pin=AZg_aJdmJtApW5v8ecq5BIn6TKFekqEp-1--
Nr873NtroBXSYIYHiAE&client_tracking_params=CwABAAAADDEzMDcwNzE1NzIyMwA

Students are then going to build on their knowledge of volume through creating something. This allows them to enjoy their learning more.
Activity! Design your own cereal box:
You have been hired to design 3 different cereal boxes for your favourite cereal.
You must create the following:
 A regular size cereal box
 A mini cereal box that is half as wide, half as tall and half as long as the regular size one
 A value sized box that is three times as tall, three times as wide and three times as long.

Draw a design for each box, decorate it and calculate the volume.
IF TIME: Make a 3D version!

Activity: Creating your own city!

Resource idea: https://educationalaspirations.files.wordpress.com/2015/05/townproject.pdf
Students will create their own mini 3D city on an A3 map using the grid paper provided.
Students must make calculations for each building before they put it on their maps. There is a table to fill out the calculations.
Students are able to work in pairs for this.
Setting the scene:
Hello! You’re responsible for planning a new city. Before the city is actually built, you’ll be creating a model to show the board. The city will have a school,
shopping mall, apartment complex, police department, and fire department. Each model building will be built using a centimetre grid. A planning map has
been provided. Create a net for each building, colour the net, cut it out, glue it together, and place the building on the map. Fill out the below form and cut it
out. Place the form near the bottom of your map.

Students will present their cities and describe their choices and what types of buildings they included once completed.

Conclusion:
Student exit slips at the end of each session.
Students will also show the class their cereal boxes and their mini cities.

Learning episode 5: Capacity

Introduction:
Students will go through the PowerPoint slides introducing capacity.
The PowerPoint will go over what it is, the equation to find it and what it is converted to (appropriate units).
WE will also look at the difference between volume and capacity and what we are looking at when we do capacity.
There will then be a whole class example done to show how to carry out the process.
Learning experiences:

Activity: Candy box

Start off with…
 Show the candy problems on the PowerPoint slide and ask “Which candy box would you buy?”
 Ask students to raise hands to vote for A-B-C and record as a tally.
 Discuss with children why they chose the box that they chose? Did the size impact their decision? Do they think they all hold different amounts of
candy?
 Explain to students that the candy boxes hold the exact same amount of candy. As a class work out the volume.
 Students will realise that the size of an object can sometimes be misleading.
 Now ask the question: “How does understanding volume help you to make choices in the real world?”
 Have students calculate the area of each of the shapes. Discuss different ways we can calculate volume instead of using the formula. Practice counting
how many blocks there are in the shape. Count 1 by 1, row by row, column by column etc…
 Task:
 Students can practice making their own candy box problems.
 They will choose a volume e.g: 20cm3, they will find 3 different ways of representing that volume.
  Problem: Cadbury makes chocolates that are 1cm3 in size and they want your help to design a container to pack them into. They want 20 chocolates in
each box. What might the box look like? What if they wanted 2 or 3 layers? If they wanted to make jumbo boxes of 50 chocolates what is the best way
to package them?

Activity: Capacity and Volume water relay

Before relay:
You will be running a water relay.
There will be a bucket on one side of the court and a bowl on the other.
You need to use the water in the bucket to fill the bowl.
The bowl holds 4L.
Out of the objects provided, students must pick 2, one as your first choice and one as your second.
In your books justify why you picked them.
Think about:
 How much water can it hold?
 Will it help you fill the bowl quickly?

How many trips would it take to fill your bowl with your object?
 Calculate the volume and capacity of chosen objects – use that to help figure out how many trips will be made

After relay:
In your groups answer:
How many runs did it take for you to fill your bowl?
Was it the same as your calculation estimated?
Were there any problems you had? How did you overcome them?
Was your measuring device a good choice? Why?

Conclusion:
Have students discuss what they did or pick a volume and go over 3 different ways to represent them as a class.

If time: Have students recap learning throughout unit to have them thinking about the topic before their test.

End of unit lesson:

Introduction:
Introduce that we will be doing a test and go over how many marks can be achieved plus rules etc.
Rules:
 No talking
 No cheating
  No looking at your maths book
 Once you have finished, raise your hand and I will come and speak to you to provide further instructions.

Learning experiences:
Students will work through test at their own pace.

Conclusion:
Collect tests
 Ask students what their favourite part of the unit was.
 Ask students what they think they did the best at and what they may still need to improve on (feedback)

Differentiation for ILP:

Advancing students: If any students are progressing ahead of the expectations they will be given a little booklet with more advanced area and volume
questions involved. This is so they can progress ahead of their learning and challenge themselves.

Jarrod:
As Jarrod is at a lower level to the rest of the students and is still working on addition when it comes to maths, he will be given separate work.
I will be providing Jarrod with addition work and some basic work on perimeter as it involves adding numbers together. This will allow Jarrod to still
experience perimeter and be involved in similar learning to the rest of the students and helps him to meet his own learning goals set in his ILP.

Bailey:
Bailey needs development with his social skills and his resilience. He will have a lot of experience with other students and work on his social resilience. It may
even help him build new friendships and learn to work cooperatively with others.

Izaak:
The numeracy goals set for Izaak are being able to carry out addition and short multiplication. He should also be able to recall up to 10x multiplication.
Working through this unit will help him to develop an understanding of perimeter, area, volume and capacity while also meeting his needs for addition and
multiplication through these topics.

Michael: Michael needs to work on his social skills which is supported through group work and class discussion. He also needs to work on his attentiveness in
class when it comes to tasks. Using hands on and engaging class tasks as well as class discussion and questioning strategies should help support that.

Seth: As a part of Seth’s goal, he needs to be able to divide, multiply, add and subtract numbers. This will be supported through the work being done within
the unit. I will also work towards promoting his social skills throughout the group work in the unit.
Perimeter: addition
Area and volume: multiplication

Rowan:
Rowan needs explicit support and encouragement to complete and engage with tasks. John and I will encourage Rowan’s engagement and support him
throughout his learning. Rowan also needs sensory resources to help him in class, this is why I will be providing him some to help him promote his learning.
RESOURCES:

 Kahoot
 Laptop, smartboard and PowerPoint
 Scissors, maths books, pencils, coloured pencils, sharpies etc.
 Buckets, bowls and water
 A range of different containers
 Videos
 Worksheets
 Sheet for the city: https://educationalaspirations.files.wordpress.com/2015/05/townproject.pdf
 https://www.australiancurriculumlessons.com.au/2013/10/28/teaching-volume-a-lesson-in-calculating-volume-with-mab-2/

EVALUATION:
To what extent did we achieve our purpose?
How could you develop the learning experiences & assessment tasks?
What evidence is there to show the students’ connection to the organising concept?
What student directed learning arose from the unit?
Assess the unit by providing evidence of students’ understanding of the learning intention.
What connections can be built between this unit and another?