EDU 570: INSTRUCTIONAL DESIGN

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NAME: Samantha DiMatteo

Unit name: Perimeter & Area

STAGE ONE - GOALS, UNDERSTANDINGS, AND

KNOWLEDGE:

ESTABLISHED LEARNING GOALS (LOCAL, STATE, OR NATIONAL STANDARDS):

CCSS.MATH.CONTENT.HSG.GCO.12:
Makeformalgeometricconstructionswithavarietyoftoolsandmethods.

CCSS.MATH.CONTENT.HSG.GGMD.1:
Giveaninformalargumentfortheformulasforthecircumferenceofacircle&areaofacircle.

CCSS.MATH.CONTENT.HSG.GMG.1:
Usegeometricshapes,theirmeasures,andtheirpropertiestodescribemodelingsituations.

CCSS.MATH.CONTENT.HSG.GMG.2:
Applytheconceptsofdensitybasedonareaandvolumeinmodelingsituations.

CCSS.MATH.CONTENT.HSG.GMG.3:
Applygeometricmethodstosolvedesignproblems.

CCSS.MATH.CONTEN.HSG.GSRT.8:
UsetrigonometricratiosandthePythagoreanTheoremtosolvesrighttrianglesinapplication
problems.

SOURCE OF THE LEARNING GOALS:

www.corestandards.org/Math/Content/HSG

Common Core Standards and Strategies Flip Chart

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UNIT GRADE LEVEL:

Ninth Grade Geometry.

UNDERSTANDINGS:

SPECIFIC UNDERSTANDINGS:

U1 Students will understand that many figures are made up of various polygons.

U2 Given a fixed perimeter, students will understand that a number of different figures can be
constructed from this single measurement, each with different areas. Additionally they will
understand this concepts relevance to real life scenarios of design.

U3 Given a fixed area, students will understand that a number of different figures can be
constructed from this single measurement, each with different perimeters. Additionally they will
understand this concepts relevance to real life scenarios of design.

U4 Students will discover and understand that the relationship between the ratio of
circumference to the diameter of a circle always yields the same result, pi.

U5 Students will understand why the Pythagorean Theorem is a useful tool when determining
the missing side of a right triangle and why this formula works for all right triangles.

PREDICTABLE MISUNDERSTANDINGS:

M1 There are single formulas used to identify the perimeter and area of non-regular polygons.

M2 When the perimeter is fixed, the area of that figure is also fixed.

M3 When the area is fixed, the perimeter of that figure is also fixed.

M4 The result of the circumference divided by the diameter changes as the size of the circle
changes.

M5 The Pythagorean Theorem can be used to find the missing length of a side of any triangle.

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KNOWLEDGE:
STUDENTS WILL KNOW

K1 Students will know the formulas necessary for identifying the perimeter and area of circles
and various polygons including rectangles, squares, triangles, parallelograms, trapezoids,
triangles, and all regular polygons.

K2 Given a fixed perimeter, students will know how to identify all the possible dimensions of that
figure, each dimension may yield a different area.

K3 Given a fixed area, students will know how to identify all the possible dimensions of that
figure, each dimension may yield a different perimeter.

K4 Students will know the formulas for circumference, diameter, radius, pi, and the area of a
circle.

K5 Students will know the formula for the Pythagorean Theorem and its origin.

STUDENTS WILL BE ABLE TO

K1 Students will be able to construct an original figure using various polygons and identify its
perimeter and area.

K2 Given a fixed measurement for the perimeter, students will be able to create two unique
figures, one that minimizes the area, and the other which maximizes the area. They will
demonstrate how to apply this concept to real life scenarios such as designing a dining room
table.

K3 Given a set area, students will construct two unique figures, one that minimizes the
perimeter and the other which maximizes the perimeter. They will demonstrate how to apply this
concept to real life scenarios of such as designing fencing for a yard.

K4 Students will be able to derive and apply the formula for the area of a circle using their
knowledge of circumference, radius, and pi.

K5 Students will be able to apply the Pythagorean Theorem to real life applications problems.

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STAGE ONE - ESSENTIAL QUESTIONS:

ESSENTIAL QUESTION #1:

QUESTION: What types of strategies can we use to identify the area and perimeter of a unique two-
dimensional figure?

DEVELOPMENT PROCESS & RATIONALE: This question was developed as a basic foundation for
the entire unit on perimeter and area. Two-dimensional figures can be constructed of various polygons,
each which require different approaches to identify their area and perimeter. When considering the
layout of such things as a back-yard, students can first determine the types of shapes that create the
space, divide the space into the images of each polygon and identify the area and perimeter of each
shape separately. Finally, they can compile their results to get the final square footage and perimeter.
This essential question can lead to a discovery based lesson on perimeter and area. It requires
students to use their knowledge of polygons to develop an understanding of perimeter and area, and
allows for an opportunity to apply their conceptions of this topic to various real life scenarios. When
developing this question I considered one of the activities I plan to incorporate into this unit. Students
will have to use different polygons to design their dream back-yard and identify its area and perimeter.
Additionally they must have an in-ground pool with a unique design (cannot be a regular polygon),
another area for play (such as a skate park), and an area made of wood chips for their pets to play.
From here they must consider how much sod may be needed to cover their yard while avoiding each
obstruction and how much fencing would be needed to outline the yards border, their pool and their
pets play area. In the process of answering this essential question students will develop an in depth
understanding of perimeter and area.

ESSENTIAL QUESTION #2:

QUESTION: If the perimeter of a polygon is fixed is the area also constant?

DEVELOPMENT PROCESS & RATIONALE: This essential question should encourage some great
classroom discussions. A common misconception when studying perimeter and area is that if the
perimeter is fixed then this is also true for the area. Students that take opposing views can try to prove
the validy of their belief to their classmates. This question allows for a series of problems in which the
students will discover that the perimeter of a shape can be fixed but the area of that figure can change.
This question allows students to consider such things as designing a fenced in area for their dog to
play. Assuming they have a set budget for the fencing for their yard, students will be given a fixed
amount of fencing for their pets play area, and using that fencing they must construct the largest space
possible for their pet to play. This will lead to an understanding of how to maximize area while
simultaneously minimizing the perimeter, a concept that is very applicable in real life when budgeting
for materials is limited.

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 ESSENTIAL QUESTION #3:
QUESTION: If the area of a polygon is fixed is the perimeter also constant?

DEVELOPMENT PROCESS & RATIONALE: Just as the common misconception that a fixed perimeter
yields a fixed area exists, the converse is also true. Students may assume that if the area of a polygon
is fixed then the perimeter must also be fixed. This idea will come in handy when laying sod in the
backyard. If everyone has the same fixed amount of sod will everyones yard look identical? When
students uncover this idea they will discover that the area of a shape can stay the same, but the
perimeter can change.

ESSENTIAL QUESTION #4:

QUESTION: How is the circumference and diameter of a circle related? How can our understanding of
this relationship help when working with various circles?

DEVELOPMENT PROCESS & RATIONALE: Circles are one of the most intricate shaped in geometry.
Learning how their dimensions are related validates many of the formulas our students see everyday.
Each year when I ask my math students what is Pi? They almost all instantly respond: 3.14. However,
when I follow this question with: where does this number come from? The room is often silent.
Discovering the origin of Pi gives the students an understanding of why this number is so important in
mathematics, specifically when working with circles. This question is essential in nature because it
allows for both discussion and discovery. Students will conduct an activity in which they will measure
the circumference and diameter of a series of circles. Their measurements will differ from their
classmates, however when they divide their results they will discover that everyone in class has
obtained the same solutionPi. Beyond validating this number, there is a great deal of history behind
Pi and this essential question opens the doors for some extension lessons.

ESSENTIAL QUESTION #5:

QUESTION: In which situations can our understanding of the Pythagorean Theorem help us in real
life?

DEVELOPMENT PROCESS & RATIONALE: Just as students may define Pi as 3.14 without an
understanding of its meaning or origin, students can often define the Pythagorean Theorem as a2+b2=c2
but not necessarily have a true conceptual understanding of why this formula is used or why it works,
for that reason I felt this essential classroom was imperative to my students success within this unit. To
address this essential question students will research the formulas history and complete a discovery
activity that will prove its validity and solidify their comprehension of the formula. They will then apply
this formula to a number of real life scenarios that will emphasize it usefulness and importance outside
of the math classroom. This will be followed by classroom discussion.

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STAGE TWO - ASSESSMENTS:
PERFORMANCE TASKS:
Performance Task [Addressing Essential Question #2 ~ maximizing area]

-This activity will occur after the formulas for perimeter and area have been
introduced.

-This activity will assess students understanding of perimeter and area in a

real life applicable scenario. As Wiggins and McTighe (2010) note, Having
learned a concept, formula, method, principle, theory, or strategy, we need
to find out if students can use it effectively, in a specific, unfamiliar-looking
but ultimately manageable context-with minimal teacher guidance (p. 92).

- Students will be grouped in cooperative pairs of four.

- The class will then be asked to begin thinking about the design of their
dream back yard. Each student will be individually responsible for their own
design at the conclusion of the unit, however, when completing this activity
they will work collectively to create the dimensions for the space in which
their pet will play in their back yard.

-Each cooperative team will be given either 16, 36, 64, or 100 popsicle
sticks, each stick represents one foot of fencing. The number of sticks they
are given represents the most fencing they can purchase with their budget.
Students will be instructed work together to manipulate the sticks to
construct all possible scenarios of fencing. Using graph paper they will
record a scale drawing of each design that they construct with their allotted
materials. They must use all of their sticks for each fencing design. By
observing each possible design they will determine which fence will provide
their pet with the most space to play. They will then glue the popsicle sticks
to a poster board. Each team must then present and explain to the class
why they chose the dimensions for their fence.

-Regardless of each groups allotted amount of fencing, each group should

decide that the best way to maximize their pets play area is to create a
fence that is equal in length and width, each groups final design should yield
a square.

- This activity uses what students already know about perimeter and area
and requires them to transfer and apply that knowledge to a new situation.

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 Tomlinson (2010) states, When student groups function effectively, they are
highly motivating to students. They provide an opportunity for students to
share ideas, get input, encounter alternative ways of approaching problems
or tasks, and get support (p. 90).

Performance Task [Addressing Essential Question #5 ~ Pythagorean

Theorem]:

Central to the common theme of designing a back yard, students will be

given a scenario in which a kitten is stuck at the top of a tree in their yard.
To rectify this problem, the fire company is contacted. Students must
determine if the ladder on the fire truck will be able to reach the top of the
36 foot tree to rescue the cat. The ladder is 40 feet in length, rests on top of
the 7 foot fire truck, and the fire truck must park 20 feet from the
base of the tree. Additionally, the fire company gets a call for a fire
in the office building down the block, there is a victim on the 9th floor
and the firefighters flea to the scene and one of the fire fighters runs
up the stairs of the building to rescue the victim. Each flight of stairs
runs diagonally along the 20 foot width of the building, and each
floor is 14 feet high. The firefighter only has enough oxygen in his
tank to last for 2 minutes. If the firefighter can travel up the stairs at
a rate of three feet per second, students must determine if he will
have enough oxygen in his tank to rescue the victim.

For each question students are required to draw a diagram to support their
14ft
solution, show their work, and explain their reasoning for their responses.
20ft Whats interesting about this problem is the variety of the factors that must
be considered in order to obtain a solution. For example the ladder sits on
top of a seven foot fire truck, therefore students must subtract this from the
height of the tree when determining if the ladder is long enough. If students
fail to do this the ladder will not seem long enough, however the ladder
reaches the appropriate distance as long as it is sitting on top of the truck.
For the firefighter to rescue the victim students must determine the length of
the stairs and account for the firefighters travel both up and down the stairs,
identify how many seconds it would take him make this journey, and covert
that to minutes to reach a conclusion as to if he has enough oxygen in his
tank or not. Another major factor that students must considers is there are

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only 8 flights of stairs to get to the 9th floor. Attention to such details
provides the students with an opportunity to think not simply plug in
numbers and solve.

OTHER EVIDENCE
FORMATIVE ASSESSMENTS

Tomlinson (2010) explains that formative assessments: are designed to

follow a students progress as he or she attains essential outcomes as a unit
of study progresses (p. 21).

-Performance over the course of the unit will be judged in terms of

participation and completion of the warm-ups, writing assignments,
cooperative pair activities, exit tickets, and homework assignments. Each
one of these assessment strategies embodies the characteristics of a
formative assessment.

Heacox (2009) notes, You may also use scans of homework to sort out
where students are in their learning (p. 41).

SUMMATIVE ASSESSMENTS

Students will be formally evaluated on their comprehension of each goal

through quizzes and an test at the conclusion of the unit. The exams will be
require students to justify their responses through diagrams, written
explanations, and showing of work.

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Sample summative assessment problem:

Three right triangles surround a shaded triangle; together they form a

rectangle measuring 12 units by 14 units. The figure below shows some of
the dimensions but is not drawn to scale. Is the shaded triangle a right
triangle? Provide a proof for your answer.

9
Students must work forwards to identify
the missing dimensions of the figure and
5
then use these results to apply the
converse of the Pythagorean Theorem and
12
prove whether or not the shaded region is
a right triangle. This problem does not
require simple recall and application of
formulas, but a strategic approach that will
demonstrate a true understanding of the
14
Pythagorean Theorem.

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STAGE THREE - LEARNING PLAN:
Perimeter & Area
LESSON:
Intro Perimeter & Area: [Hook, Equip, Rethink, Organize]

Objective: Identify and use the Area of a Rectangle Postulate & the Sum of Areas Postulates &
solve problems involving area and perimeter.

Anticipatory Set: Discussion ~ What if I wanted to design a table for Thanksgiving dinner and I
were to have 24 (number of students in class) total guests what would be the best design so that I
could fit lots of food on the table?

Input [Direct instruction]:

-Definitions: perimeter & area,
-Perimeter of a closed plane figure is the distance around the figure
-Area of a closed figure is the number of non-overlapping squares of a given size
that will exactly cover the interior of the figure.
-Postulates: Sum of Areas (If a figure is composed of non-overlapping regions A and B, then the
area of the figure is the sum of the areas of regions A and B)
-Formulas: Area of a Rectangle~ A=bh, Perimeter of a Rectangle~ P=2b+2h.
-Examples: Identifying the perimeter and area of rectangles & squares

Activity: Give each student a two foot strip of poster board, this represents their seat at the
dinner table. Have the class work together to construct two different scenarios for a table and
collectively discuss and decide which design would be best for the dinner and why. (This will help
lead the way for the ideas of fixed perimeter and area)

Guided Practice: Practice problems from textbook

Independent Practice: Homework Practice problems from text

LESSON:
Fixed Perimeter / Maximum Area & Fixed Area / Minimum Perimeter: [Hook, Hold, Evaluate,
Tailored, Organize]

Objective: Recognize the relationships between perimeter and area.

Warm-Up: Approximate the area of a shape with no sides (odd shaped curved figure on graph
paper) Explain how you estimated your answer.

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Anticipatory Set: Think about your dream back yard and an area that you would want you pet to
have to play in this yard.

Performance Task:. When completing this activity they will work collectively to create the
dimensions for the space in which their pet will play in their back yard.

In cooperative teams of 4 will be given either 16, 36, 64, or 100 popsicle sticks, each stick
represents one foot of fencing. The number of sticks they are given represents the most
fencing they can purchase with their budget. Students will be instructed work together to
manipulate the sticks to construct all possible scenarios of fencing. Using graph paper they
will record a scale drawing of each design that they construct with their allotted materials.
They must use all of their sticks for each fencing design. By observing each possible design
they will determine which fence will provide their pet with the most space to play. They will
then glue the popsicle sticks to a poster board. Each team must then present and explain to
the class why they chose the dimensions for their fence. Regardless of each groups allotted
amount of fencing, each group should decide that the best way to maximize their pets play
area is to create a fence that is equal in length and width, each groups final design should
yield a square.

Independent Practice: Homework application problems fixed perimeter & fixed area

LESSON:
Areas of Triangles, Parallelograms, and Trapezoids: [Rethink, Equip, Evaluate, Organize]

Objective: Develop and use formulas for the areas of triangles, parallelograms, & trapezoids.

Warm-Up: Draw 2 different rectangles w/ the same perimeter & 2 different rectangles w/ the
same area.

Input: Define specific parts of a triangle, parallelogram, & trapezoid (base, altitude, height) and the
formulas to identify the area and perimeter of each.

Activity: Each student will be given a copy of a trapezoid, using scissors, construct a parallelogram
from the trapezoid.

Collins Writing: Based off the activity, explain why the formula for the area of a trapezoid makes
1
sense.
( A= ( b1 +b2 ) h)
2

Guided Practice: Practice application problems in cooperative pairs.

Individual Practice: Homework practice finding the perimeter and area of unique shapes that are
composed of rectangles, squares, triangles, parallelograms, and trapezoids.

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Students are to bring in one circular/cylindrical object from home (i.e. pringles can, oatmeal
container, can of soup, etc) for the next lesson.

LESSON:
Circumference and Area of Circles: [Hook, Hold, Equip, Reflect, Tailored]

Objective: Develop and use formulas for the area and circumference of circles.

Warm-Up: Discuss some methods for measuring the circumference of the circular/cylindrical
object you brought to class. (i.e. use a rope to measure a curve then straighten the rope along a
ruler)

Input: Define diameter, radius, and circumference of a circle.

Discovery Activity: In teams of four each student will measure the circumference and diameter of
the object they brought in from home and divide the results. They will then compare this solution
with that of their peers. Students will discover that regardless of the size of the circle,
Circumference/Diameter = Pi.

Guided Practice.: We will be designing our dream back yards. Within the students backyard there
is a square area sectioned off for hot tub. This section of the yard is 36 square feet. You want
your hot tub to be circular but be as large as possible to fit within the sectioned off area. After
the hot tub is installed, how much excess space will you have in this section of the yard? How can
you determine how many one inch square tiles you would need to line the circumference of the hot
tub? Draw diagrams and explain how you reached each conclusion.

Independent Practice: Homework / Review

____________________________________________________________________________________

~ Quiz: Area & Perimeter ~

LESSON:
The Pythagorean Theorem : [Equip, Organize]

Objective: Identify and apply formulas for determining the missing side of a right triangle.

Warm-Up: Recognizing Perfect Squares

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Discovery Activity: Where Pythagorean Theorem originates from. Students will measure and draw
a square off of both legs of a right triangle of their choice. They will then cut each square into
pieces and try to construct a square off of the hypotenuse of their right triangle using the pieces
of the two squares. They should fit perfectly yielding that the square of one leg of a right triangle
plus the square of the other leg yield the square of the hypotenuse (a 2+b2=c2).

Input: Formally define The Pythagorean Theorem and provide supporting examples.

Performance Task: Students will complete an application problem to determine whether a fire
trucks ladder is long enough to reach the top of a tree, and whether a fire fighter has enough
oxygen in their task to reach a victim on the top floor of a burning building.

Closure: Collins Writing Exit Ticket Describe the different components of a right triangle & write
Pythagorean Theorem

Individual Practice: Homework worksheet application problems for Pythagorean Theorem

LESSON:
Geometric Application-Distance Formula & Mid-Point Formula: [Hook, Equip, Evaluate, Tailored,
Organize]

Objective: Students will be able to solve application problems using the distance & the mid-point
formulas.

Warm-Up: Find the distance between point on a graph separated by a vertical or horizontal line.

Input: (link to warm-up) Explain why we cannot as easily determine the distance when the line
connecting two points forms a diagonal on the coordinate plane. Define distance & the mid-point
formulas & provide supporting examples.

Anticipatory Set: Have a map of our town photo copied on a piece of graph paper. Have students
list their 8 favorite places on the map.

Guided Practice: In cooperative pairs students will determine the distance and midpoint between
some of their favorite places in town using the map and the distance and midpoint formulas.

Exit Ticket: Find the other endpoint given one endpoint and a midpoint on a coordinate plane.

Individual Practice: HW practice worksheet.

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~ Unit Review~

~ Unit Test ~

LESSON:
Unit Project Back Yard Design {Technology}:[Hold, Rethink, Reflect, Revise, Tailored, Organize]

Objective: Students will use each component of the unit to design their dream back yard.

Input: Mini-lesson to familiarize students with the functions of Geometers Sketchpad (geometry
software design program).

Performance Task: Students must consider what the design of their dream backyard. The
perimeter of this yard must be constructed using pieces of each shape we have studied, including
squares, rectangles, triangles, trapezoids, parallelograms, and circles. Additionally, there must be a
area for their pet, a pool, hot tub, and any other designated area of their choice (i.e. volleyball
court, putting green, etc.), the remaining portions of the yard will be covered with sod. They are to
sketch this image on a piece of graph paper and then transfer their design to Geometers
Sketchpad. They will then print their design on graph paper and identify the area and perimeter of
each component of the yard to determine such things as how much fencing they will need to
purchase and how much sod will need to be laid. They will also have to determine the distance from
pool to the hot tub, the mid-point between the pets play area and their volleyball court (or another
area of their choice), and the length of the diagonal of their yard using the distance formula, mid-
point formula, and the Pythagorean Theorem. Finally, they will color and label their designs and
present them to the class.

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