Understanding By Design Unit Template

Title of Unit
The
Foundatio
ns of
Geometry
Grade Level
Subject Area (s)
Math
Time rame
Teac!ers
Joy Decker, Kay Johnson, Laura Leerssen
Desired "esults (Stage #)
$ssential %ontent (Subject Area) Standards
S!ape& Dimension and Geometric "elations!ips' Geometric (gures are described by t!eir attributes and
speci(c location in t!e plane)
*ational $ducation Tec!nology Standards (%!oose +,- to focus on)
%reativity and .nnovation %ommunication and %ollaboration "esearc! and .nformation
luency

%ritical T!in/ing& 0roblem,Solving and Decision,1a/ing Digital %iti2ens!ip
and %oncepts
Understandings $ssential 3uestions
(connected to overarc!ing and supporting
understandings)
4verarc!ing Understanding (5Big .dea6)
Real world and geometric structures are composed of shapes
and spaces with specic properties!
"hat properties are associated with polygons#
"hy are specic geometric gures used in structures#
"hat are some di$erent ways to compare and classify
geometric gures#
"hy do we classify shapes#
%ow do geometric elements re&eal themsel&es in the
world around us#

Supporting Understandings
'hapes are dened (y their properties!
)olygons result from straight, closed, non*intersecting lines!
'hapes ha&e a purpose for designed structures!



7no8ledge
'tudents will know+
S/ills
'tudents will (e a(le to+
*&oca(ulary associated with geometry, &erte-, line, ray, line
segment, polygon, irregular polygon, parallel, perpendicular,
con&e-, conca&e, o(tuse, acute, right, .uadrilateral, .uadrangle
etc!
*properties and names of polygons
*properties of angles, parallel lines and line segments
* use a compass and straightedge to construct
geometric gures
*name, draw and la(el angles, triangles and
.uadrangles
*distinguish dening characteristics of all regular
polygons, polygons, triangles, and .uadrangles
*compare/contrast .uadrangles and triangles
*name, draw and la(el rays, lines and line segments
*classify .uadrangles according to side and angle
properties

Assessment $vidence (Stage +)

Assessment of 4verarc!ing Understanding9Big .dea
The summative assessment consists of the completion of a student project which demonstrates their understanding of real world/mathematical
use of geometric concepts. This is demonstrated through the production of a schematic featuring an original structure or creature made up of
standards-based geometric elements.

Assessment %riteria (students 8ill be able to: student application of Si; acets of Understanding)
* la(el di$erent geometric elements on their schematic 0facet 1*e-planation2
* com(ine di$erent geometric elements to illustrate a meaningful structure or creature 0facet 3*interpretation and facet 4*
application2
* appreciate the geometric architecture throughout the world 0facet 5*empathy2

Assessment Tool (describe type of assessment tool to be used !ere , post completed tool 8it! unit
Ru(ric for Geometric 'chematic
Assessment Strategy (performance tas/ description)
Goal
Your goal is to produce a schematic featuring an original structure or
creature made up of standards-based geometric elements.
"ole Students are researchers, interpreters, and designers.
Audience
Convince teachers and peers of their understanding of geometric elements and
how they make up structures.
Situation Display completed work for evaluation.
0roduct90erformance
-Produce a rough draft of a geometric schematic using all elements from rubric/
-se rough draft to generate a digital version of their schematic using software.
-Display finished product in a group setting.
Standards
Students must meet the criteria outlined in the !ubric for "eometric Schematic.
#$ttached%
Evidence of development of supporting understandings, knowledge
and skills
(identify assessment criteria& strategies and tools for eac!)

'tudents will understand that shapes are dened (y their properties!
'trategy,6n&estigate the relationship (etween elements of geometry!
Tool, 'uccessful completion of 7Denition Match7 'tudy Link 1!8

'tudents will understand that polygons result from straight, closed, non*intersecting lines!
'trategy, 'ort shapes into polygons/non*polygons and compare properties of all shapes!
Tool, Math Journal p! 19

'tudents will identify how orientation of lines within space dictates specic polygons!
'trategy, 'tudents will complete a chart of la(eled polygons with num(er of sides and illustration!
Tool, 7Geometry )olygons7 page!

'tudects will recogni:e and con&ey that shapes ha&e a purpose for designed structures!
'trategy, 6dentify with a digital camera shapes that support school structures! Then use that (ackground knowledge to
produce a schematic!
Tool, ;se of digital software and digital cameras!













$vidence of student application of selected *ational $ducational Tec!nology Standards during
t!e course of t!e unit< (Note: assessment of the NETS standards should be integrated with assessment
of unit understandings, knowledge and skills and embedded within unit learning activities)




Learning $;periences (Stage -)
Consider the questions in the boxes below as you design learning experiences that support
student achievement of desired results.


&% 'uilding 'ackground (nowledge) !ead about *"eometry +n ,ur -orld* from Student !esource 'ook page ./-.0
1% +nvestigate points, rays, lines, and angles through a S2$!3board activity. !ead from S!' p. .4-5& and practice identifying them on 2ath 6ournal
p. 4.
7% Determine characteristics of polygons. !ead S!' p. 51-57, sort/classify shapes as polygons or not as a whole group. Complete 8ournal p. &9 to
check for
understanding.
/% Classify :uadrangles based on their specific properties. Study ;ink &./
0% Classify all polygons and geometric elements based on their specific properties using *Definition 2atch* Study ;ink &.4
4% Students will complete a chart of labeled polygons with number of sides and illustration.
.% Students will learn how to construct circles using a compass. Successful completion of 8ournal pages &0-&..
5% Students will recogni<e and convey that shapes have a purpose for designed structures through use of a digital camera to capture
school
structures.
=% Students will produce a schematic featuring an original structure or creature made up of standards-based geometric elements.









Use 5=!ere To:6 as a tool to assess t!e >uality and
scope of unit learning e;periences)
?o8 8ill you cause students to
?o8 8ill you guide t!em in re!earsing& revising& and
re(ning t!eir 8or/<

=!ere are your students !eaded< =!ere !ave t!ey been<
?o8 8ill you ma/e sure t!e students /no8 8!ere t!ey are
going<

?o8 8ill you !elp students to
t!eir gro8ing s/ills& /no8ledge& and understanding
t!roug!out t!e unit<

?o8 8ill you !oo/ students at t!e beginning of t!e unit< ?o8 8ill you tailor and ot!er8ise personali2e t!e
learning plan to optimi2e t!e engagement and
e@ectiveness of ALL students& 8it!out compromising
t!e goals of t!e unit<

=!at events 8ill !elp students e;perience and e;plore t!e big
idea and >uestions in t!e unit< ?o8 8ill you e>uip t!em 8it!
needed s/ills and /no8ledge<
?o8 8ill you organi2e and se>uence t!e learning
activities to optimi2e t!e engagement and ac!ievement
of ALL students<


From, "iggins, Grant and J! Mc Tighe! 01<<=2! Understanding by esign, >ssociation
for 'uper&ision and ?urriculum De&elopment
6'@A B 9*=C139*414*= 0ppk2