Space and Shape Unit Plan

MATH 6 SHAPE AND SPACE
Subject: Math Grade 6

Unit/Topic: Shape and Space
Date and Duration: ~ 16 Weeks (Roughly January 10- April 13th)
ROUGH DURATION ESTIMATIONS (BASED ON NUMBER OF OUTCOMES AND CONCEPTS)

TOPIC 1: 3.5- 4 Weeks
TOPIC 2- 2- 3 Weeks
TOPIC 3: 3 Weeks
53 Total Class Days (Including PD days but not assemblies and events)
UNIT RATIONALE
This unit on Shape and Space is designed to allow students to explore the
different qualities of shapes, angles, and polygons. Initially I had divided Shape
and Space into three individual units, but I felt that dividing into three separate
topics was more convenient for allowing cross-over between the three different
elements of Shape and Space in the grade six program of studies.
This unit will begin with a topic focused on angles: obtuse, acute, and reflex, their
properties, and where they might be found in shapes and in the environment. In
this topic students will also learn to measure, classify, and differentiate between
types of angles. Beginning the unit with this focus on angles is important because
it establishes the foundation with which students will be able to succeed in the
two following topics within the unit.
After we have completed the first topic, our focus will move 3-D objects and 2-D
shapes. Within this topic, students will be able to apply their learning from the
first topic and develop new skills including the classification and differentiation of
triangles, and the identification of, and comparison between, regular and irregular
polygons.
The last topic within this unit will be transformations. Students will be able to use
their knowledge of 2-D shapes and angles to perform transformations.
There will be a series of projects, tests, and daily work to assess student learning
formatively and summatively.
The end-point for each topic will be a summative performance task, and a topic
test. There will also be a unit-end test that will evaluate all of the topics from the
unit.
Mathematical processes will be evaluated on an anecdotal basis. Evaluating

these skills in this way will allow me to observe students using these skills in a
natural way and on a continuous basis.
Performance task descriptions:
Topic 1: Measure
Abstract Art- Students will use either white crayons, string, or masking tape to
create straight lines- at random- on their piece of paper. These lines will then be
painted over with water colours to create an abstract pattern. Students will then
identify the angles that appear in their art, measure their size, and categorize
them, on a separate piece of paper.
Topic 2: 3-D Objects and 2-D Shapes

Abstract Art: The next layer- using a thicker medium (tempura paint, preferably)
and string dipped in black paint, or any darker colour they choose, students will
add to their original piece by adding more lines, creating triangles and other
shapes of different categories. Students then may paint in these triangles,
identify their type, and justify this decision, again on a separate piece of paper.
***Note- experimentation necessary on my part to check that this would actually
work. The first part (Topic 1) is borrowed and adapted, the second needs
experimentation.
Topic 3: Transformations
Interior Design:
Adapted from: http://www.aac.ab.ca/assessment-materials/the-tiled-floor/
We have decided that we would like to get a new floor in the classroom. Using
the Cartesian plane, students will apply what they have learned about
transformations by designing three different types of tile for the new floor.
Students will also have criteria to follow such as, using reflections, rotations and
translations.
OTHER IDEA: To keep the theme going, perhaps the first two topics could be
presented as a new design for wall paper, and the third topic would be the floors.
1. Overarching Question
How can we use our knowledge of shape and space to

understand, and be creative in, our environment?
(***Draft Question- with the final projects in mind)
2. Learning Outcomes for Unit
G.L.O: Use direct and indirect measurement to solve problems.
G.L.O: Describe and analyze position and motion of objects and shapes.
3. Focusing Questions for Lessons

a. How do we know if something is an angle?
b. How do we measure angles?
a. How do we represent an angles measure?
c. How can we categorize angles based on their size?
d. How can we estimate the size of an angle using what we already know
e. How can we categorize angles based on their size?
f. Where do the different types of angles appear in the world?
g. What strategies can we use to determine a missing angles measure?
h. What is perimeter?
a. How can we measure perimeter?
b. How can we measure perimeter more efficiently?
i. What is area?
j. How can we calculate volume of right rectangular prisms?
k. How can we use what we know about angles to classify triangles?
l. How can we use sides to categorize triangles?
m. How can we use angles and sides to provide a more detailed description of
triangles?
n. How do triangles appear in art?
o. What is a polygon?
p. What is a regular and irregular polygon
q. How can we use our knowledge of angles to classify polygons?
r. What are congruent and incongruent polygons?
s. If shapes are not congruent, are they similar?
t. How can we use our knowledge to provide detailed descriptions of polygons?
u. What is the Cartesian Plane?
v. How can we use the Cartesian plane to make shapes?
w. How can we use the Cartesian plane to move shapes?
x. How can we use reflections to transform shapes on the Cartesian plane?
y. How can we apply our knowledge of angles to rotate shapes on the Cartesian
plane?
z. What happens when we transform shapes multiple times?
aa. How can we use transformations to create a design?
4. Key Concepts and Terms for the Unit

ROUGHLY IN ORDER
TOPIC 1- Measurement of Shape and Space
I. Angle- Formed by the meeting of two lines.
II. Arm- The sides (lines) of an angle.
III. Right Angle- An angle that measures 90 degrees.
**Note- Right angles introduced in grade 5- might be review.
IV. Straight Angle- Measures 180 degrees.
V. Acute Angle- An angle measuring less than 90 degrees.
VI. Obtuse Angle- Angle measuring more than 90 degrees and up to 180.
VII. Reflex Angle- An angle that measures between 180 and 360 degrees.
VIII. Protractor- Tool for measuring angles.
IX. Degree- A measure of the size of an angle.
X. Interior Angle- An angle inside a triangle or other polygon.
XI. Polygon- A shape with three or more sides.
XII. Perimeter- The combined length of the edges of a polygon. (Perhaps
leave for topic 2).
XIII. Area- The space occupied by a shape.
XIV. Volume- The amount of space inside an object.
XV. Rectangular Prism- A prism with 2 rectangular bases.
** Note: Right rectangular prisms introduced in grade 4- might be
review.
TOPIC 2- 3D Objects and 2-D Shapes

I. Triangle
II. Equilateral Triangle
III. Isosceles Triangle
IV. Right Triangle
V. Obtuse Triangle
VI. Acute Triangle
VII. Regular Polygon- A polygon that has all equal sized sides and angles,
and has at least one line of symmetry.
VIII. Irregular Polygon- Does not have all equal sized sides and angles, may
have a line of symmetry.
** Reg. and irreg. polygons introduced in grade 3- might be review.
IX. Convex Polygon- None of the angles is larger than 180 degrees.
X. Concave Polygon- At least one of the angles is greater than 180 degrees.
XI. Congruent Polygon- Polygons that match exactly.
XII. Shape names- Pentagon, hexagon etc.
TOPIC 3- Transformations
I. Cartesian Plane/ Coordinate Grid- Two-dimensional grid upon which a
coordinate system has been created.
II. Coordinate- The numbers in an ordered pair that locate a point on the
Cartesian plane.
III. Ordered Pair- Two numbers that describe a point on a coordinate grid.
IV. Axis- A number line along the edge of a graph.
V. Rotation- Turns a shape on a point of rotation in a given direction.
VI. Rotation Image- The shape that results from a rotation.
VII. Successive Rotation- A shape that is rotated two or more times.
VIII. Translation- Sliding a shape from one location to another.
IX. Reflection- Flipping an image along a line of symmetry.
X. Successive Translation- Translating a shape two or more times.
XI. Clockwise.
XII. Counterclockwise.
5. Specific Learning Outcomes for Unit

Knowledge:
TOPIC ONE
I. SLO 1: Demonstrate an understanding of angles by:
a. Identifying examples of angles in the environment,
b. Classifying angles according to their measure,
c. Estimating the measure of angles, using 45, 90, and 180 degrees as
reference angles,
d. Determining angle measures in degrees,
e. And drawing and labelling angles when the measure is specified.
II. SLO 2: Demonstrate that the sum of interior angles is:
a. 180 degrees in a triangle,
b. And 360 degrees in a quadrilateral.
III. SLO 3: Develop and apply a formula for determining:
a. Perimeter of polygons,
b. Area of rectangles,
c. And volume of right rectangular prisms.
TOPIC TWO
I. SLO 4: Compare and categorize triangles, including:
a. Scalene,
b. Isosceles,
c. Equilateral,
d. Right,
e. Obtuse,
f. And Acute.
II. SLO 5: Describe and compare the sides and angles of regular and irregular
polygons.
TOPIC THREE
I. SLO 6: Perform a series of translations, rotations, and/or reflections on a
single 2-D shape with and without technology and draw and describe the
image.
II. SLO 7: Perform a combination of successive transformations of 2-D shapes
to create a design, and identify and describe the transformations.
III. SLO 8: Identify and plot points in the first quadrant of the Cartesian plane,
using whole number ordered pairs.
IV. SLO 9: Perform and describe single transformations of a 2-D shape in the
first quadrant of a Cartesian plane (limited to whole number vertices).
Mathematical Skills (Processes):

A. Communication: Communicate in order to learn and express understanding.
B. Connections: Connect to other mathematical concepts and everyday
experience.
C. Mental Mathematics and Estimation
D. Problem Solving.
E. Reasoning.
F: Technology: Use technologies as tools for solving problems.
G: Visualization: Develop visualization skills to assist in processing information.
6. Key Resources
1. Pearson- Math Makes Sense 6: Textbook used for grade six math, though more
likely I will use it for my own use.
2. Pearson- Math Makes Sense: Pro-guide: Strategies and ideas for the teacher to
use in their instruction.
3. Math to the Max: Shape and Space: Games, lesson plans, and ideas for teaching
shape and space.
4. Alberta Assessment Consortium: http://www.aac.ab.ca/assessment-materials/the-
tiled-floor/: project adapted for topic threes summative evaluation.
5. Learn Alberta Grade Six Mathematics: http://www.learnalberta.ca/Search.aspx?
lang=en&search=&grade=Grade+6&subject=Mathematics&audience=&language=
en&format=&type= Games, tools, and instructional ideas for mathematics.
6. The Key- Analyzes the major concepts of the Alberta Mathematics 6 curriculum.
7. Math Playground- A site dedicated to mathematical games.
UNIT ASSESSMENT PLAN
Stage 1 Desired Results

Established Goals:
Through an examination of shape and space, students will understand the qualities of angles, and shapes, how to
measure and distinguish between shapes and angles, and how to rotate, reflect, and translate shapes.
Understandings: Essential Questions:
Students will understand that Overarching Inquiry Question:
a) Angles can be classified based on their How can we use our knowledge of shape and space to
measure. understand, and be creative in, our environment?
b) Angles and triangles can be found in the
environment. (***Draft Question- with the final projects in
c) Triangles and polygons can be classified by mind)
their shapes, angles, and length.
d) Perimeter can be measured by using an
equation.
e) Area can be measured by using an equation.
f) We can move objects in a number of ways
on the Cartesian plane, including reflecting,
rotating, and translating.
Students will know Students will be able to
How to identify, classify, measure, and distinguish Solve a variety of mathematical problems and master new
between angles and polygons. concepts using the following processes: communication,
connections, mental math & estimation, visualization,
Identify differences between regular and irregular reasoning and technology.
polygons.
Transform shapes by reflecting, rotating, and

translating them on the Cartesian plane.
Assessments
Daily Reflec
activit tions,
ies, Self- CUMUL.
work,
assess T. ABST T.
white ABST. TILE
Title ments, TES . ART TEST UNIT
board ART 2 DESIGN
peer T1 1 2
Learning review
TEST
, discus
Outcomes
quizze sion
s, etc.
Type FOR. AS SU
(Formative/Sum SUM. SUM. SUM. SUM. SUM.
mative) M.
_____ _____
Weighting 20% 10% 20% 10% 25% 15%
____ _____
I. SLO 1: ~
Demonstrate an (Likely
understanding not
of angles by: summativ
e, though
a. Identifyi
they will
ng use
example angles, in
s of part, to
angles in rationalize
the their
environ triangles)
ment,
b. Classifyi
ng
angles
accordin
g to
their
measure,
c. Estimati
ng the
measure
of
angles,
using
45, 90,
and 180
degrees
as
referenc
e angles,
d. Determi
ning
angle
measure
s in
degrees,
e. And
drawing
and
labelling
angles
when
the
measure
is
specifie
d.
IV. SLO 2:
Demonstrate
that the sum of
interior angles
is:
a. 180
degrees
in a

triangle,
b. And 360
degrees
in a
quadrilat
eral.
V. SLO 3: Develop
and apply a
formula for
determining:
a. Perimete
r of
polygon
s,

b. Area of
rectangl
es,
c. And
volume
of right
rectangu
lar
prisms
III. SLO 4:
Compare and
categorize
triangles,

including:
a. Scalene,
b. Isoscele
s,
c. Equilate
ral,
d. Right,
e. Obtuse,
f. And
Acute.
IV. SLO 5:
Describe and
compare the
sides and angles
of regular and
irregular
polygons.
V. SLO 6:
Perform a
series of
translations,

rotations,
and/or
reflections on a
single 2-D
shape with and
without
technology and
draw and
describe the
image.
VI. SLO 7:
Perform a
combination of
successive
transformation
s of 2-D shapes
to create a
design, and
identify and
describe the
transformation
s.
VII. SLO 8: Identify

and plot points
in the first
quadrant of the
Cartesian
plane, using
whole number
ordered pairs.
VIII. SLO 9:
Perform and
describe single
transformation

s of a 2-D shape
in the first
quadrant of a
Cartesian plane
(limited to
whole number
vertices).
NOTE: There will be lots of use of formative assessment in this unit and as such I have created a column
more generally titled daily work, quizzes, etc. under which all types of formative assessment will fall.
DIFFERENTIATION: Differentiation of formative assessments in the class will be provided on a case-

by-case basis, though varying types of formative assessment will be used over the course of the unit to
appeal to different learning preferences. Tests will be designed with a range in difficulty of questions, as
well as types of questions (draw, explain, use, measure, etc.) to appeal to different students. Projects have
been designed to reflect the class liking for art (from what I have heard), though if necessary alternative
arrangements will be made on a case-by-case basis to evaluate the same outcomes.
TENTATIVE LESSON OVERVIEWS- SUBJECT TO CHANGE
LESSON DATE GUIDING LEARNING ASSESSMENT

TITLE & QUESTIONS ACTIVITIES
OUTCOMES and Key
Terms
Monday Have students NA
January 9th complete the Who
Am I sheet to
provide me with
something to study
when I get home.
Students will
Personal Introductions
create and
practice
energizers.
Tuesday How do we Introduce the topic Formative
January know if by having students Assessment- Pool
10th something is discuss what they Game Sheet
an angle? remember about
angles from grade Metacognition-
five. Students will reflect
upon what they have
INTRODUCTION TO ANGLES
Key terms for BACKUP PLAN: If previously learned

this lesson: students do not about angles.
I. Angle- remember
Where anything about
two angles, ask them
lines to discuss what
meet. they think an angle
II. Arm is. Have some
people share their
ideas.
Angles Pool-
Students will work
with a partner on a
piece of paper to
play a game pool.
They will identify
where the ball will
30 Minute Class SLO -1
roll, where it will

come from, and
where it will move
after being hit.
They will then
identify the angle,
and the arms on
the angle.
~ How do we Yesterday Metacognition:
Wednesday measure students learned explain and
Introduction to Angles Part Two January angles? to define angles demonstrate in a
11th and identify the class discussion
How do we arms by working what was learned
represent an with a partner on a the day before.
angles game of pool,
measure? today we will Formative
return to those assessment-
Key Terms: games of pool.
Protractor I. Discussion-
Degree Begin the lesson review from the
with a review, day before.
II. Students will
asking for students
hand in their re-
to explain what the
drawn angles
arm is and what
from the lesson.
the angle is.
Lesson will start

with an
explanation on
how to use a
protractor, how we
1 hour, 5 minute class SLO-1
denote the
measure of an
angle in degrees,
discuss what we
notice about the
protractor.
Students will then

return to their
angles from their
pool games, and
measure the
angles using a
protractor, and re-
create their angles
on a separate
page.
~ Thursday How do we Start the lesson Formative
January 12th measure with a whiteboard Assessment:
angles? review from the Whiteboard Review
day before. Hand
out whiteboards
Measuring Angles
(can be made) and

markers to each
student. Have
them use their
protractors to draw
an angle of a
random degree on
the tens.
Further practice
with the protractor.
30 Minute Class SLO-1
Measuring angles
on popular video
games- Minecraft,
etc.
Or Angle Race-
adapted from race
around the world-
2 partners work
together using 2
different colored
pencils, draw
random numbers
of angles, first one
around the circle
~Friday How can we Students will begin Formative
January estimate the the lesson by Assessment- Angles
Measuring Angles and Estimation 13th size of an completing a worksheet
angle using formative
what we worksheet about Observations
already measuring angles.
know? Using an upside-
down T where
the middle line is
90 degrees and
the bottom line is
180 degrees, they
will estimate the
size of their angle,
and then measure
to check.
When they are

completed, there
is an estimation
game where
students can
practice angles
without a
protractor.
http://www.mathpla
yground.com/alien
angles.html
~Monday How can we Students have Formative- lyrics to
January categorize learned that there the song/rap OR
Acute, Right, and Obtuse Angles 16th angles based are different sizes drawings and their
on their size? of angles, and how explanations.
to measure them. (Students will vote).
Aside from their
Acute Angle- specific size,
Angles angles can be
measuring categorized
less than 90
degrees Have three groups
of the angles and
Memory idea: have students
A cute little discuss with their
angle elbow partner what
they all have in
Right common and what
Angles- makes them
angles different.
measuring no
less or more Give a brief
than 90 explanation of
degrees. each type of
1hour, 5 minute class SLO-1
angle, and
Just right respond to any
student questions.
Obtuse
Angles- 2 options:
Angles a. Students can
measuring create a song/rap
more than 90 to help them
Degrees but remember the
less than 180 difference, which
degrees. includes real
examples of each,
O-ver sized b. Students draw
examples of each
type of angle that
they find in the
room.
~Tuesday, How can we Begin the class Formative-
January categorize with a whiteboard I. Whiteboard
17th angles based review of each of Review
on their size? the angle types II. Worksheet
discussed
Straight yesterday. Ask
Straight and Reflex Angles
Angle- students to
Angles that provide a
measure definition, and
exactly 180 draw one. Once
degrees. they are correct,
they can erase
Straight line their whiteboard
and wait for the
Reflex others.
Angle-
Angles that Explain the
measure definition of a
straight angle,
measuring 180
degrees.
30 minute class SLO-1
Invite someone to
try and measure a
reflex angle using
a protractor.
Activity to
demonstrate that
the sum of the
angles will be 360,
so we can
calculate the size
of the reflex angle
by sub
~ What have This lesson will Formative
Wednesday we learned consist of a Assessment- Quiz
January 18th so far and formative, closed-
what do we book quiz, to test Metacognition-
****Will be need to re- what students Students will also be
moved visit? have already given an opportunity
pending learned in the to self-identify areas
further topic, and to direct that they need help.
FORMATIVE QUIZ
information me in terms of
about areas we need to
skate-a- re-visit.
thon
~Thursday, What do we I will have gone Formative- Quiz
January know? over the quiz and Review
19th. compiled a list of
areas we need Metacognition-
*** No further Student self-
Class improvement. correction and
Tomorrow Correct answers reflection on work.
for will not be given to
Students. students on the
quiz, rather they
30 minute lesson SLO-1 Quiz Check
will work together

to correct
mistakes.
If a student got a
question wrong,
have them find a
student who got it
correct, explain,
and re-try.
Monday, Where do the Students will work Formative
rd
January 23 different with a series of old assessment: Initial
types of magazines and/or class discussion
angles photographs to about the types of
appear in the create a collage angles found in the
world? with real-world classroom.
examples of acute,
right, obtuse,
1 hour, 5 minute class SLO-1 Angle Collage
straight, and reflex

angles. (Source:
Pearson)
Begin with a
discussion on the
types of angles
that are present in
the classroom
(one of each).
Protractors should
not be needed for
this exercise.
Angles in Shapes- Triangles and Quadrilaterals
Tuesday, Why do Students will work Formative
January angles matter with a series of Assessment:
24th, and where triangles and Feedback on the
can we find quadrilaterals to rules students have
** may have them? determine a rule: created.
to move the sum of angles
depending Triangle is 180 degrees in
on time of a triangle, and 360
leadership Quadrilateral degrees in a
assembly quadrilateral.
Different sizes and

shapes will be
provided.
Wednesday What This class will Formative
January 25th strategies consist of an Assessment:
can we use to activity to Whiteboard Review
determine a determine the Discussion
missing missing angles in Worksheet
Angles in Quadrilaterals
angles a series of
measure? quadrilaterals and
triangles.
Supplementary
Angles Students will
already know that
a straight angle (or
a straight line) is
180 degrees. They
will also already
know that the sum
of angles in a
quadrilateral is
360 degrees.
1 hour, 5 minute class SLO 2
Lesson is
designed around
master 4.27 of the
Pearson Math
Makes Sense
teacher guide.
**Be sure to
provide details of
tomorrows project
in the last few
minutes before
end of class.
ALTERNATIVE
IDEA- Quilt Blocks
Thursday PROJECT Begin the class Summative:
th
January 26 DAY!! with a quick students will be
demonstration of evaluated with a
what students will rubric on their
be doing today. understandings of
SLO 1.1-5 and 2.1-2
Using masking
tape, or white
crayons (with a
ruler), students will
create random
ABSTRACT ART-1.1
lines on their
paper. Next they
will paint over
these lines with
water colour
paints.
***Note- to save
time, I might
switch the time
slots for social
studies and math
SLO 1 and 2
on this day, so I
can tape down
their paper while
they are in PE.
Friday, PROJECT Today, the Summative:
th
January 27 DAY!! students work students will be
from yesterday will evaluated with a
** No be dry. Each rubric on their
school for student will be understandings of
students on given a pile of SLO 1.1-5 and 2.1-2
Monday. sticky notes (to
indicate to me
which angles they
are using).
ABSTRACT ART-1.2
Students will- for

each angle-
provide an
ESTIMATED size,
followed by their
actual measure.
They will also
identify any
triangles or
quadrilaterals that
appear in the art,
and demonstrate
SLO 1 and 2
their
understanding of
the sum of the
angles in each.
If students cannot
find examples of
all types of angle
in their work, they
can look at a
friends work.
Perimeter and Area in Squares and Rectangles
Tuesday What is This lesson will Formative
January perimeter? serve as the Assessment:
31st introduction to Observations and
What is area? area and interactions.
perimeter.
Perimeter-
The length of Possible
the outside introduction
edges of a activity: Spy
shape. Guys :
Area- the http://www.learnalb

space erta.ca/content/me
occupied by a sg/html/math6web/
shape. index.html?
page=lessons&les
son=m6lessonshel
l12.swf
p= l+l+w+w
Provide students
with a definition of
perimeter, but do
not explain how
they can solve it.
This will be a
problem-solving
opportunity.
30 Minute Class SLO 3
Provide items for

students to
determine the
perimeter. What
do they notice
about their
measurements?
Can they create a
quicker strategy to
measure
Area and Perimeter in Squares and Rectangles
Wednesday What is Formative
February 1st perimeter? *** If Geoboards Assessment :
How can are available, they Observations and
**INFORM we will be used in this discussions
STUDENTS lesson, if not, grid Reflection
measure
NO LATER
perimeter paper will be used.
THAN TODAY
THAT THERE more
IS A TOPIC efficientlyIn this lesson
TEST NEXT ? students will work
WEDNESDAY in a series of
STUDY What is area? stations where
GUIDE WILL they can
BE determine the area
PROVIDED of rectangles, and
the perimeter of
various types of
shapes, including
simpler shapes,
such as
rectangles, and
more complicated
shapes.
Students will then

pair and share
what they have
learned, and
provide a
reflection.
Adapted from:
http://www.moreti
me2teach.com/20
15/03/area-
perimeter-hands-
on-approach.html
Thursday What is Further exploration Worksheet
nd
February 2 perimeter? or the area of
How can rectangles and the
** Ask we perimeter of
students if measure polygons.
they would perimeter
AREA AND PERIMETER
like more
additional, efficiently
OPTIONAL, ?
homework
to review for What is area?
the topic
test next
Wednesday.
30 Minute Class SLO 3
Friday, How can we This lesson will Formative
February calculate consist of an Assessment:
Area of Right Rectangular Prisms 3rd. volume of experimental Students will
right lesson. Students complete a passport
rectangular will calculate the as they move
prisms? volume of a variety through each
of right rectangular station.
Volume- The prisms.
amount of If there is time after
space inside Station examples the stations activity,
an object. might include: students can
Water, calculate the volume
Rectangular Rice, of other right
Prism- A Skittles, rectangular prisms in
prism with 2 Smarties the classroom.
rectangular Etc.
bases.
Students will
calculate the cm3
of each
rectangular prism.
If they calculate
correctly, when
they pour their

item into the box, it
wont fill, or it will
overflow.
I will make foil rafts

to catch any
spillage.
** This activity might

not be a 100%
accurate
representation of
volume, but it will give
students an idea of
what it means. It is
conducted with the
fact that 1cm of
Monday, What do we Students will work Metacognition :
February 6th need to through a topic Student self-
Volume/ Topic Review review? review work reflection on areas
practice where where they would
they will work with like to practice.
all components of
the unit since Formative-
January 10th whiteboard review of
volume.
BEFORE this Check for
lesson, I will have understanding of
identified areas of volume.
review. This lesson
will be intended for
students to identify
where they need
practice. Half of
this lesson will be
students helping
1 hour, 5 Minute Class SLO 1,2,3
each other reason

through areas of
difficulty, the other
half (or less), will
be with me
clarifying..
Tuesday, How can we Before this class, I Metacognition-
February 7th help others will have looked at Students reflecting
understand? the review upon their own
exercise from learning and
Monday. Students identifying areas of
will work with one work.
another to coach
each other into
understanding
30 Minute Class SLO 1,2,3 Topic Review
concepts that were

misunderstood.
The topic is not

incredibly long and
should take
around two weeks.
Wednesday N/A Students will be Summative:
February 8th given the duration Students will be
of the class to given a mark based
complete their on the exam.
Topic test based
on all of the
material covered
1 hour, 5 minute class SLO 1, 2, 3 TOPIC TEST
in topics 1, 2, and
3.
Thursday Where are This lesson will Formative-
February 9th we going begin by going Assessing prior
from here? over the topic 1 learning about
test from triangles and
yesterday. The polygons.
second half will be
dedicated to
Topic Two Introduction
introducing topic
two, what it will
look like, and the
duration.
Friday How can we Beginning topic Formative
Right, Obtuse, and Acute Triangles

February use what we two with these Assessments-
10th know about three types of Students will be
angles to triangles seems creating definitions
classify like a natural fit of each type of
triangles? after completing triangle and
topic 1. completing a
Right passport trying to
Triangle- Ask students to find examples of
triangle with work in pairs or each in the room.
a 90 degree small groups,
angle. working with a
number of cut-outs
Obtuse of triangles.
Triangle-
Triangle with Next, ask the
an angle students to
greater than categorize the
90 degrees. angles, based on
what they see and
Acute create a rule.
Triangle-
1 hour, 5 minute lessons SLO 4
Triangle with There will be a

all angles passport for these
less than 90 types of triangles
degrees. where students will
find some of each
Interior around the room
Angle- An and explain why
angle located they are each
inside a type.
triangle or
polygon.
Isosceles, Equilateral, and Scalene Triangles
Monday, How can we Begin the lesson Formative
February use sides to with a whiteboard Assessments:
13th categorize review from the
triangles? class on Friday. Whiteboard Review
Passport
Equilateral Looking at other
Triangle- All types of
angles and classifications of
sides are triangles
equal size
1) Students will
Isosceles continue working
Triangle- A on the passport
triangle with that they began
two equal yesterday.
sides and
two equal OR
angles. 2) Students
complete the
Scalene toothpick activity
Triangle- A from the Math
triangle with Makes Sense pro-
no equal guide pp. 5.
sides and no
equal angles.
Tuesday TBD TBD TBD
February
14th
Calendar
mentions
Valentines
day
Valentines Math
activities. If
students
have math
today,
create a
valentines
theme.
30 Minute Lesson SLO 4
Wednesday How can we This lesson will TBD
February use angles focus around
15th AND sides, to combining what
provide a students have
Combined Classifications
more detailed learned about
description of angles. EG:
triangles? Obtuse Scalene.
Learning activity
TBD
IDEA: Orion
Constellation
activity Math
Makes Sense
Thursday, What have Students will Formative
February we learned? complete a closed- Assessment: Review
16th book, formative Quiz
review quiz-
**Class may similar to what was
be affected completed in topic
by 7 habits 1- so that they and
Triangles Review Quiz
assembly I can identify

further areas of
***Last day work.
of class
before
reading
week.
POST-BREAK REFRESHER
Monday, What have This lesson will Formative
February we learned? consist of either assessments-
27th review stations or games,
a class game, observations,
such as jeopardy, worksheets.
to help refresh
memories about
what was covered
before the break,
before moving on
to polygons.
TOPIC 1 SLOS 1-3, TOPIC 2 SLO-4
inute class
Tuesday, How do This lesson will be Summative-
February triangles the second half of Students will be
28th appear in art? the student evaluated with a
abstract art piece, rubric on their
where they take understandings of
tensed string SLO 4.
dipped in black
paint, outline
triangles, and use
Abstract Art 2.1
tempura paint to
create various
types of triangles.
***This lesson may

be switched with
the Monday
review, allowing
two double classes
to work on this
30 minute class SLO 4
project.
Wednesday, How do Students will Summative-
st
March 1 triangles complete their Students will be
appear in art? abstract art piece, evaluated with a
identifying rubric on their
examples of as understandings of
many triangles as SLO 4.
they can.
Abstract Art 2.2
Thursday, What is a Much of this Formative-
March 2nd polygon? lesson should be Prior learning
review from Classification of
previous years. polygons.
Students should
Re-Introduction to Polygons
already be familiar
with Hexagons,
Pentagons, and
Octogons.
Students will be
provided with
polygons and non-
polygons and
asked to classify
them with a
justification.
Friday What is a Students will work Formative
March 3rd regular and through a series of Assessment:
Regular and Irregular Polygons irregular stations where Observations
polygon they can Student document.
categorize
Regular polygons based on
Polygon- A a. Symmetry
polygon that b. Measure
has all equal c. Angles
sized sides d. Lines
and angles,
and has at They will then be
least one line asked to create
of symmetry. some of their own
regular and
Irregular irregular polygons.
Polygon-
Does not
have all
equal sized
sides and
angles, may
1 hour, 5 minute class SLO- 5
have a line of
symmetry.
Monday, How can we Students will Formative
March 6th. use angles to complete a Assessment:
Concave vs. Convex Polygons classify learning activity
Remind polygons? about convex and
Students concave polygons.
of Topic Convex
Test 2 Next Polygon-
Monday- None of the
hand out angles is
study larger than
guide. 180 degrees.
Concave
Polygon- At
least one of
the angles is
greater than
180 degrees.
Congruent
Polygon-
Polygons that
1 hour, 5 Minute Class SLO-5
match
exactly.
Shape
names-
Pentagon,
hexagon etc.
Concave, Convex, Regular, and Irregular Polygons
Tuesday How can we Students will Formative
March 7th tie our complete a Assessment:
knowledge of formative exercise Polygon Exercise
**This polygons where they are
lesson together? asked to use all of
might be their knowledge
affected by about polygons.
Family
Life.
30 Minute Lesson SLO-5
Congruent, Incongruent, and Similar Polygons
Wednesday, What are Students will TBD
March 8th congruent complete an
and activity to help
**This incongruent them understand
lesson may polygons? the difference
be affected between
by Family If shapes are congruent, and
Life not incongruent
congruent, polygons, or if they
are they are similar.
similar?
IDEA: Students
Congruent will create a
Polygon- checklist for Aliens
Polygons that to understand if a
match shape is
exactly congruent, similar,
or incongruent-
Similar like one of those
Polygons- Yes/No
Angles and magazine quizzes.
shape are
the same,
side lengths
are not.
Thursday, How can we Learning Activity: Formative
March 9th use our TBD Assessment:
knowledge to
provide Students will
Detailed Description of Polygons
detailed complete a
descriptions worksheet that
of polygons? asks them to
describe polygons
in a detailed way,
using what they
have learned over
the previous
lessons.
Friday, What do we Students will Formative
CUMULUMATIVE TOPIC REVIEW

March 10th know? complete a topic Assessment:
review based on Topic Review
Are we ready all of the concepts
for the test on we have covered
Monday? this topic.
1 hour, 5 minute class SLO 4-5
Monday ___________ Students will write Summative:
March 13th their second topic Topic Test
test so that I can
provide them with
a summative
evaluation of what
TOPIC TEST TWO
they have learned.

1 hour, 5 minute class SLO 4, 5
Tuesday Students will be Metacognitive:
March 14th given an Students can reflect
opportunity to on their learning and
study their tests find areas where
and their they need extra
performance. They practice.
can work together
to make
Test Discussion
corrections. The
corrections will not
result in a higher
grade, but will
provide additional
opportunity for
them to improve
upon concepts
they will need for
the final unit test.
30 minute class SLO 4-5
TOPIC THREE INTRODUCTION AND CARTESIAN PLANE
Wednesday What is the Lesson will begin Formative
March 15th Cartesian with a description assessment:
Plane? of the Cartesian Demonstration
plane, Game
Cartesian coordinates, and Battleship Game
Plane/ where students Class discussion
Coordinate might have seen
Grid- Two- coordinates used
dimensional before?
grid upon
which a A demonstration
coordinate will be provided by
system has playing this game:
been
created. http://www.mathpla
yground.com/locat
Coordinate- e_aliens.html
The numbers ** though the
in an ordered game uses all
pair that windows of the
locate a point Cartesian plane,
on the students in grade
Cartesian 6 only need to
plane. learn the positive
quadrant.
Ordered
Pair- Two Students will then
numbers that play a game of
describe a Mathleship where
point on a they use the
coordinate Cartesian plane.
grid.
X and Y Axis
inute class SLO 8
Thursday, How can we Students will use Formative
March 16th use the grid paper to draw Assessment:
Cartesian and label their own Observations
** No Class plane to Cartesian plane. Discussions
Tomorrow make They will work with
shapes? a partner to create
a series of
Cartesian coordinates, and
CARTESIAN PLANE
Plane/ shapes. This

Coordinate lesson will serve
Grid- Two- as further practice
dimensional with ordered pairs.
grid upon
which a Alternative Idea:
coordinate one of the
system has activities from pp.
been 105-116 in Math
created. to the Max
Coordinate-
30 Minute class SLO-8
The numbers
in an ordered
pair that
locate a point
on the
Cartesian
plane.
Ordered
Pair- Two
numbers that
describe a
point on a
coordinate
grid.
X and Y Axis
Monday, How can we Begin the lesson Formative:
March 20th use the with a whiteboard Whiteboard Review
Cartesian review from the
plane to previous class.
Translations of 2-D Shapes
move
shapes? Students will
spend this lesson
Translation- learning about
Sliding a translations and
shape from successive
one location translations.
to another.
Activity Idea:
Successive Come up with a
Translation- story and have
Translating a students follow
shape two or along with their
more times. translations.
Tuesday How can we Students will Formative
March 21st move shapes continue to Assessment: TBD
on a practice single and
coordinate successive
grid? translations in this
lesson.
Translation-
Sliding a
shape from
one location
30 Minute class SLO 6,9 Translations
to another.
Successive
Translation-
Translating a
shape two or
more times.
Wednesday, How can we Begin the lesson Formative
March 22nd. use with a discussion Assessment:TBD
reflections to about translations
transform of images; explain
shapes on that today we will
the Cartesian be learning to
plane? transform images
with reflection.
1 hour, 5 minute class SLO 6,9 Reflections
Reflection- Start the lesson

Flipping an with this game as
image along a class on the
a line of smartboard.
symmetry. http://www.topmar
ks.co.uk/symmetry
Line of /symmetry-
Symmetry matching
**Symmetry
should be review
from previous
years.
Thursday, How can we Students will Formative
March 23rd move shapes analyze a series of Assessment:
on a reflection and Student work
** NO coordinate translations to
SCHOOL grid? identify which type
TOMORROW
of movement has
Reflection or Translation
How can we taken place. They

use will provide
reflections to evidence for their
transform responses.
shapes on
the Cartesian
plane?
30 minute class SLO 6, 9
Monday, How can we Students will Formative
March 27th apply our practice using Assessment: TBD
Transformations: Rotations knowledge of rotations to
angles to transform shapes
rotate shapes on the Cartesian
on the Plane
Cartesian
plane? Learning activity
TBD
Clockwise.
Countercloc
kwise.
Tuesday, How can we This lesson will be TBD
March 28th apply our further practice
knowledge of with rotations for
angles to students.
rotate shapes
on the
Cartesian
plane?
Clockwise.
Transformation: Rotations
Countercloc
kwise.
SLO 6, 9
Wednesday What This lesson will Formative
Successive Transformations
March 29th happens begin with the Assessment: I will
when we game: collect all of the
transform index cards and
shapes http://www.mathpla shapes and
multiple yground.com/Shap determine areas of
times? eMods/ShapeMod further clarification.
s.html
The intent of the

game will be to
combine all of the
understandings of
rotation, reflection,
and translation.
GAME: Students
will be given 3
Categories: SHAPE,
LOCATION,
TRANSFORMATIONS
They will work in pairs

or small groups. Each
person will start with a
shape, which will have
the location provided.
They will then choose
three transformations
that can be used on
that shape, one after
the other. IE- the
second shape would
be used as the
springboard for the
third and so on. Their
group will then write
on index cards which
transformations have
taken place and how
they know- these will
be a secret. If the
guess is correct, they
receive a point.
Thursday What This lesson will be TBD
March 30th happens dedicated to
when we further exploration
*This lesson transform of successive
Successive Transformations
may be shapes transformations.
affected by multiple
assembly. times?
30 minute class SLO 6, 7
Friday, What have This lesson will Formative: the quiz
March 31st we learned consist of a is not for marks.
and where do formative, closed-
we need book review quiz
Formative Review Quiz
more which will allow me
practice? to assess where
students need
more practice.
1 hour, 5 minute class SLOs 6-9
Monday, How can we use Students will be Summative:
April 3rd transformations given today, and Students will be
to create a
Tile Design, Day 1 design?
tomorrow, to graded on this
Inform perform project using a rubric
students of transformations in to evaluate their
upcoming a variety of ways understandings of
cumulative to create three transformations.
unit test and potential tile types
hand out for the new school
study guide. floor. They will be
given time to
discuss with their
peers.
SLO 6-9, focus on 7
IDEA: Students
look at the tiles
created by other
people to identify
what
transformations
have taken place.
This way they are
graded on their
ability to perform
and identify
transformations.
1 hour, 5 minute class
Tuesday, How can we use This will be the Summative:
April 4th transformations second and final Students will be
to create a
Tile Design, Day 1 design?
day of the tile graded on this
design project. project using a rubric
to evaluate their
understandings of
transformations.
SLO 6-9, focus on 7
1 hour, 5 minute class
Wednesday, If needed, this Summative:
April 5th lesson can be Students will be
used to complete graded on this
the tile project. project using a rubric
to evaluate their
If not, this lesson understandings of
will be used as transformations.
1 hour, 5 minute class SLOs 6-9 Flexible Day
review for the

upcoming Formative: The
cumulative unit review activities will
test on Monday be used to assess
where students need
further practice in
advance of the final
unit test.
Thursday, What have This lesson will be Formative: I will be
April 6th we learned a student-driven circulating among
and where do review of content groups of students
we need that has been to identify areas of
more learned since the concern ahead of
practice? beginning of the tomorrows longer
unit. class.
Unit Test Review
Activities TBD
30 Minute Class SLOs 1-9
Friday, April What have This lesson will be Formative: Most
7th we learned a longer review likely there will be a
and where do lesson in advance stations activity for
we need of the upcoming students to self-
further unit test. identify areas of
practice? growth; they can
Unit Test Review
This lesson will then work together,

also enable with me and other
students to find students, to clear
areas of focus for any concerns.
their studying.
Monday, What have This test will be Summative:
April 10th we learned? structured 50% Students will be
topic 3, and 50 % assigned a mark for
topics 1 and 2. this test based on
their understanding
Cumulative Unit Test
If desired, students of topics 1 through

may have 3.
additional time
during lunch.
Tuesday How did we This lesson will be NA
April 11th do and where used to go over
do we need the test, to provide
to improve? students with a
chance to correct
their errors with
peers for extra
practice.
30 minute class SLOs 1-9 Test Check
Wednesday NA This lesson will be NA
April 13th interactive and
Easter-themed,
based on what we
have already
learned or on
something that the
students will be
learning next.
Easter Math and Farewell

Space and Shape Unit Plan

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Space and Shape Unit Plan

Caricato da

Copyright:

Formati disponibili

MATH 6 SHAPE AND SPACE

Subject: Math Grade 6

ROUGH DURATION ESTIMATIONS (BASED ON NUMBER OF OUTCOMES AND CONCEPTS)

Mathematical processes will be evaluated on an anecdotal basis. Evaluating

Performance task descriptions:

Topic 2: 3-D Objects and 2-D Shapes

How can we use our knowledge of shape and space to

3. Focusing Questions for Lessons

4. Key Concepts and Terms for the Unit

TOPIC 2- 3D Objects and 2-D Shapes

5. Specific Learning Outcomes for Unit

Mathematical Skills (Processes):

Stage 1 Desired Results

Understandings: Essential Questions:

Students will understand that Overarching Inquiry Question:

Students will know Students will be able to

Transform shapes by reflecting, rotating, and

VII. SLO 8: Identify

DIFFERENTIATION: Differentiation of formative assessments in the class will be provided on a case-

LESSON DATE GUIDING LEARNING ASSESSMENT

Key terms for BACKUP PLAN: If previously learned

roll, where it will

Lesson will start

Students will then

(can be made) and

When they are

will work together

straight, and reflex

Different sizes and

Students will- for

Area- the http://www.learnalb

Provide items for

Students will then

they pour their

I will make foil rafts

** This activity might

each other reason

concepts that were

The topic is not

Right, Obtuse, and Acute Triangles

Triangle with There will be a

assembly I can identify

***This lesson may

CUMULUMATIVE TOPIC REVIEW

they have learned.

Plane/ shapes. This

Reflection- Start the lesson

How can we taken place. They

The intent of the

They will work in pairs

review for the

This lesson will then work together,

If desired, students of topics 1 through

Potrebbero piacerti anche