Grade 7 Math Shape and Space Unit Plan

Shape and Space Grade 7

Title of Unit Grade Level
Math 4 Weeks (50 minute classes)
Subject Time Frame
Maddie Kaczur & Colleagues Andrea Slingerland and Abigail Curle
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

● Shape and Space (Measurement)

● GLO: Use direct and indirect measurements to solve problems
○ SLO 1. Demonstrate an Understanding of circles by:
■ (a) describing the relationships among radius, diameter and circumference
■ (b) relating circumference to pi
■ (c) determining the sum of the central angles
■ (d) constructing circles with a given radius or diameter
■ (e) solving problems involving the radii, diameters and circumferences of circles
○ SLO 2. Develop and apply a formula for determining the area of:
■ (a) triangles
■ (b) parallelograms
■ (c) circles
● Shape and Space (Transformations)
● GLO: Describe and analyze position and motion of objects and shapes.
○ SLO 4. Identify and plot points in the four quadrants of a Cartesian plane, using integral ordered pairs.
○ SLO 5. Perform and describe transformations (translations, rotations or reflects) of a 2-D shape in all four quadrants of a Cartesian plane
(limited to integral number vertices)

Big Mathematical Ideas

Which big mathematical ideas (e.g. place value, algebraic reasoning, etc.) does this unit address? Consult Charles (2005) and Hurst and Hurrell (2014)

RELATIONSHIPS:
● Relationships between properties of shapes exist, and we can use formulas to describe them.
ORIENTATION & LOCATION:
● Objects in space can be oriented in an infinite number of ways, and an object’s location in space can be described quantitatively (Charles, 2005).
TRANSFORMATIONS:
● Objects in space can be transformed in an infinite number of ways, and those transformations can be described and analyzed mathematically
(Charles, 2005).
MEASUREMENT:
● Some attributes of objects are measurable and can be quantified using unit amounts (Charles, 2005).

Essential Question(s)
What provocative question(s) will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the
enduring understanding)
● How can we quantify space and movement throughout space?
○ Lesson 1: What measurements do we use to quantify circles?
○ Lesson 2: What is pi and how does it relate to circles? (builds off question in lesson 1)
○ Lesson 3: How can we measure the angles inside a circle?
○ Lesson 6: How can we use our inductive reasoning to develop and apply a formula for discovering the area of circles?
○ Lesson 9: How is area calculated?
○ Lesson 10: How are the area formulas applied to calculate the space a shape occupies?
○ Lesson 14/15: What type of changes can occur to our locations and how can we describe them?

● In what situations do we use our geometric understandings in daily life?

○ Lesson 4: What significance do circles have in Blackfoot culture?
○ Lesson 5: How can we use our understanding of measurement and circles to solve problems?
○ Lesson 7/8: How can we apply our knowledge of circle measurements to a real life situation?
○ Lesson 10: How are the area formulas applied to calculate the space a shape occupies?
○ Lesson 11: How do we find the area of shapes in our environment?

● What does it mean to “be somewhere”?

○ Lesson 12/13: How do we measure where we are in space using a Cartesian plane?
○ Lesson 14/15: What type of changes can occur to our locations and how can we describe them?

Knowledge: Skills
What knowledge will students acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address prerequisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know... Students will be able to…

 The formula for area of a circle and how to use it  Construct circles (create)
 The formula for circumference of a circle and how to use it  Determine sum of central angles (apply)
 What pi is  Solve problems involving circles (understand, apply, analyze,
 How pi relates to circumference and area evaluate)
 The relationship between radius, diameter and circumference of  Plot points in a cartesian plane (apply)
circles  Identify points on a cartesian plane (understand)
 The formula for the area of triangles and how to use it  Draw information from an ordered pair (understand)
 The formula for the area of parallelograms and how to use it  Perform reflections, transformations, rotations on 2-D shapes
 What an ordered pair is (apply)
 Connections between area formulas (analyzing)  Describe reflections, transformations, rotations on 2-D shapes
 What radius, diameter and circumference are (understand)
(pretty much all of this is at the recall and understanding level)  Apply area formulas (apply)
 Use their visualization and spatial sense skills with 2-D shapes
Pre-requisite knowledge: (apply)
 What area is
 What triangles and parallelograms are
 Base and height
 First quadrant of cartesian plane
 Integers (specifically negative numbers)
 Number lines
 Transformations
 Reflections
 Rotations
 Multiple transformations can be performed in sequence on the same
object
 Perform foundational arithmetic

Stage 2 – Assessment Evidence

Stage 2: Assessments
Number Individual
Self-
Talk/WOD and group Area Circle Performanc
Title Kahoot reflection Quest
B/ Worked Practice Activity Activity e Task
Exit Slip
Example Problems
Learning Formative
Outcomes Type (2)/
(Formative/ Formative Pre- Formative Formative Summative Summative Summative Summative
Summative) assessmen
t(2)
Weighting No weight No weight No weight No weight 10% 20% 45% 25%
SLO 1. Demonstrate an
Understanding of circles by:
✓
● describing the ✓ ✓ ✓ ✓
(Formative)
relationships among radius,
diameter and circumference

● relating circumference to
✓ ✓ ✓ ✓
pi

● determining the sum of

✓ ✓ ✓ ✓
the central angles

● constructing circles with a

✓ ✓ ✓ ✓
given radius or diameter

● solving problems ✓
involving the radii, diameters and (Worked ✓ ✓ ✓ ✓
circumferences of circles example)

SLO 2. Develop and apply a ✓

formula for determining the area (Number ✓ ✓ ✓ ✓
of triangles Talk)

SLO 2. Develop and apply a

formula for determining the area ✓ ✓ ✓ ✓
of parallelograms

SLO 2. Develop and apply a

formula for determining the area ✓ ✓ ✓ ✓
of circles
SLO 4. Identify and plot points in ✓ (Pre-
the four quadrants of a Cartesian assessment
✓ ✓ ✓ ✓
plane, using integral ordered and
pairs. formative)
SLO 5. Perform and describe
transformations (translations, ✓
rotations or reflects) of a 2-D ✓ (Pre- ✓
✓ ✓ ✓
shape in all four quadrants of a (WODB) assessment
Cartesian plane (limited to )
integral number vertices.)
 Assessment Assessment
Assessment Tool Brief Description
FOR Learning OF Learning
We will do a Number Talk where students will have to mentally calculate the areas of
triangles and justify their reasoning.
We will do a ‘Which One Doesn’t Belong’ with four different images of transformations.
Students will have to determine which image does not belong by comparing the
Number
transformations required.
Talk/WODB/ ✓
We will examine a worked example where students correct any mistakes in the steps of
Worked Example
solving circle problems.
These will provide the teacher with a whole class snapshot of the class’ understanding
to inform the teacher of students’ learning progress. It also provides the opportunity for
students to learn from each other.
Throughout the unit, we will do 4 different Kahoots. Two Kahoots will be used to assess
their prior knowledge of:
- plotting points in the first quadrant of a Cartesian plane
- definitions and examples of translations, rotations and reflects.
We will use this to develop future lessons based on students' understanding of previous
Kahoot knowledge. ✓

We will also use two Kahoots to determine students comfort with:

- definitions of radius/diameter/perimeter
- plotting points in all four quadrants
This will show the teacher and the students their comprehension of these concepts.
Students will complete 3 self-assessments: one after learning about circles, one for area
and the last for plotting and transformations. Each time, students will answer the
following questions:
- What makes sense to you?
Self-reflection Exit - What do you find difficult but still understand?
✓
Slip - What confuses you?
We will use this to understand what students need more practice and explanations in,
devoting an additional class period if necessary after each section to review. These slips
will allow the students to assess their own learning to target what they need to work
on.
Students will hand-in practice problems that are done in class throughout the unit. This
Individual and
includes worksheets, mini-whiteboards and class activities. The defining feature being
Group Practice ✓
that most will be handed in and provided back to students with specific, individualized
Problems
feedback.
 Students will find real life objects or images in the shapes of a triangle and
parallelogram, measure the side lengths and use the appropriate formulas to determine
Area Activity the area. ✓
This will be a summative assessment to judge their understanding of area and will
scaffold their learning for their quest.
Students will choose 7-10 guests to invite to a dinner party from a list of 25 potential
guests, each with different requirements for their plate sizes. Given the information
provided, either radius, diameter, circumference or area, the students will have to
figure out the other dimensions of each circle and construct the plates. They will then
have to cut a circular cake into pieces for all the guests based on the individual plate
Circle Activity ✓
sizes. To do so, students will describe where they are going to cut the cake in terms of
central angles for the whole cake to be used.
This is a summative assessment that will be used to make a formal evaluation of
students’ learning and it will scaffold their learning towards the performance task and
final quest.
Students have been contracted to be city planners. They must create a map of the city
with houses, buildings and a garden. Students must create a circle community garden
with the centre at (0,0) given the fencing required to encompass it (circumference).
They will be given initial points to plot on a cartesian plane that will make 3 shapes:
one small square, a large rectangle, and a triangle. Students have to design their dream
town by transforming the original given shapes (they can transform each shape multiple
Performance Task times, resulting in many of each shape). They must have shapes in all 4 quadrants ✓
around the garden. Students will have to describe all the transformations they
performed.
This will give students the opportunity to show their learning in a low pressure
situation. They will have time to collaborate with others and get feedback before
handing in their final project. They are given choices to engage them in a real-life
project.
A quest is a combination of a quiz and a test. First, students will individually do and
hand in the quest. Then students will choose a single question they found the hardest.
All students that want a chance to redo question 1 will form a group to collaborate and
Quest re-do that question on a separate sheet. The same will be done for question 2, 3, and ✓
so forth.
The Quest is given as another opportunity to show and apply their knowledge through a
different form.

All summative assessments will be taken collectively to make an informed inference about students’ learning throughout the unit.

Stage 3 – Lesson Descriptions

# Lesson Title Lesson Activities

Outcome(s): 1 (a)

Overview: Essential Question for the lesson: What measurements do we use to quantify circles?
The class will start with a little game to introduce the big essential questions of the unit. Students will be put into 3 groups, and
each group will focus on one of the essential questions. Within these groups, students will be given slips of paper, each with one
word of the question. The students will have to play around with rearranging the words to make the question without knowing
what it is. As they consider how the words could fit together, they will be activating their prior knowledge of the concepts
addressed in these questions (such as “geometric”, “quantify” and “space”). After several minutes, each group will share what
they think their question is with the class. The teacher will then write the real 3 questions on the board and students will discuss
their initial thoughts on these questions in their small groups. They will then share with the class and all ideas will be written on
the board. The teacher will explain that these 3 questions will guide our entire unit.
Next, we’ll turn our attention to circles. Students will form partners and each pair will get a paper circle and will be asked to think
of ways to measure it. They can interpret this however they like, once again, activating prior knowledge. The teacher will then ask
Introduction/
groups to share their thoughts and will use students’ answers to introduce the terminology of radius, diameter and circumference.
1 Radius,
The teacher will provide several examples and the students can show their understanding on mini-white boards (these are also for
diameter and
formative assessment).
circumference
Teaching and/or Learning Strategies: small group work, small group discussion, large group discussion, pair work, hands-on
exploration, student-led discussion, activating prior knowledge, mini-white boards

Notes: If students are not engaged with the discussion about the essential questions, the teacher may need to ask further
prompting questions to get ideas flowing.

For our work on circles, the students will engage in measuring different dimensions of circles and describing the relationship
between them.

Resources: envelopes with questions cut up, paper circles, mini white-boards

Outcome(s): 1 (b)

Overview: Essential Question of the class: What is pi and how does it relate to circles?
We will start with a Kahoot quiz to review terminology from the day before and formatively assess students’ understanding (it will
contain definitions and pictures to identify information). The teacher will re-explain questions that stumped the students, if there
were any. Next, students will begin to “discover” pi. In pairs, each student will be given some string and told to go around the
2 Pi Day classroom and measure the diameter and then the circumference of any circles they can find, using the string. Each time, they will
divide the circumference by the diameter and record all their measurement information on a chart. At the end, we will come back
together to share in groups of 4 if there were any similarities between their findings. They should notice that the circumference
 kept being “3. something” larger than the diameter. We will talk about this as a class and see if we can narrow the decimal down
any more. Our imprecise formula at this point should be that C = (some number starting with 3.something) X d.
The teacher will then introduce the story of Pi and explain how Archimedes discovered it by rolling a wooden wheel (show
Wikipedia visual clip). The teacher will explain that pi actually goes on forever but we will use 3.14 and it will be just a little bit
less precise. We will fix up our formula by using the symbol for pi to write C=pi X d or C=pi X 2r. At the end of class, back in
partners, students will try out some of their earlier questions from discovering pi, using a new colour to confirm that multiplying
the diameter by pi gives them a number close to the circumference they measured. They will hand this in for formative
assessment. If time, we can read “Sir Cumference and the Dragon of Pi” as a class. If not, copies of this book will be available in
the classroom for students to read when they have extra time.

Teaching and/or Learning Strategies: hands-on learning, partner work, use of literature

Notes: It is important that students understand diameter and circumference before going on to the next activity. This lesson
allows for students to work at their own pace. Those who understand the concept, will be able to move around measuring more
items, while those who are still trying to comprehend can take an extra minute to measure or have things explained by their
teacher or a classmate.

Resources: technology (for Kahoot), string, rulers, chart, book, calculators

https://www.exploratorium.edu/pi/activities
https://commons.wikimedia.org/wiki/File:Pi-unrolled_slow.gif https://www.amazon.com/Sir-Cumference-Dragon-Math-
Adventure/dp/1570911649/ref=pd_sbs_2?pd_rd_w=UebM6&pf_rd_p=c52600a3-624a-4791-b4c4-
3b112e19fbbc&pf_rd_r=MMEZQ4X8ANT729ACYYBK&pd_rd_r=1b98081a-a1ad-49d4-95cd-
2fc02203f61d&pd_rd_wg=EadIK&pd_rd_i=1570911649&psc=1

3 Outcome(s): 1 (c,d)
Central Angles
Overview: Essential question of the day: How can we measure the angles inside a circle?
The motivation behind today’s class is for students to learn about central angles. They will be able to explore this concept using a
real pie which can be eaten afterwards! We will start by drawing/constructing circles with specific radius, diameter and
circumference using compasses. The teacher will first model this, before letting students practice and supporting as they go.
Then, the students will draw random lines through the center, and measure the angles they create with protractors. What do they
always add up to? We’ll talk as a group about what 360 degrees is by connecting it to students’ prior knowledge (“Do a 360”). We
will then talk about how we should divide up the pie for the class. The cuts will create different angles. Students will form groups
of 4 and decide on how they think the pie should be cut up so that everyone in the class gets a piece. We will then have a little
“debate” where students state their case, explaining why they would cut up the pie that way and showing that the angles of cuts
do in fact add up to 360 degrees. The teacher will observe this for formative assessment. We end with a vote, before cutting up
the pie using a protractor, then eat!

Teaching and/or Learning Strategies: direct instruction, hands-on practice, class discussion, debate
 Notes: Students may all want to divide the pie equally, so bring in new considerations such as extra pieces for later or a
requirement of different sizes of pieces (students can be humorous if they want and claim they want half the pie to themselves).

Resources: pie, paper, protractors, compass

Outcome(s): 1 (d)

Overview: Essential question of the day: What significance do circles have in Blackfoot culture?
An Elder will come in to speak to the students about the significance of circles in Blackfoot culture (and perhaps Indigenous
cultures more generally). Students will have an opportunity at the end to ask questions. Students will construct medicine wheel
circles (with specific circumference), use central angles to divide into 4 quarters, colour it appropriately, then reflect on the
significance of circles in Blackfoot culture. Students will be prompted to think about how the geometry of a circle could influence
its significance.
Constructing
Teaching and/or Learning Strategies: Guest speaker, connection to culture
circles/ FNMI
4 connection
Notes: The teacher will ensure proper protocol is followed for welcoming the Elder and prepare students to behave respectfully
while Elder is sharing and throughout the activity. Before doing this activity the teacher will have a discussion with the elder about
the appropriateness of having students complete this activity and change it as needed.

Resources: paper, protractors, compass, pencil crayons

Outcome(s): SLO 1 (e)

5 Solving
problems Overview: Essential question of the day: How can we use our understanding of measurement and circles to solve problems?
The first few minutes will be spent talking about places where measurements of circles are used in different cultures, beyond what
was noted during the previous day’s presentation. Next, students will be engaged in a treasure hunt around the school (or outside
if it’s nice weather). This activity will give additional practice solving problems involving the radii, diameter and circumference of
circles. Students will be given the first question that they must solve before returning it to the teacher to receive a clue on where
to find the next problem. Students will work through several problems, each time returning with a solution before being given the
following clue. At the end of the scavenger hunt, there will be circle treats and students will be challenged to write down the radii,
diameters and circumference based on only doing one measurement and explain how they got all the measurements! This not
only gives additional practice in a challenging way, it also allows students to take a little bit longer to finish the scavenger hunt
without feeling pressured. At the end of the activity, students will be asked to submit all solutions to the teacher as a formative
assessment.

Teaching and/or Learning Strategies: discussion, scavenger hunt activity, experiential learning

Notes: During our initial discussion, the teacher should be prepared to provide further examples from many different cultures and
encourage students to share from their unique experiences, if comfortable. If extra differentiation needs to happen, there will be
clues with varying levels of difficulty for students so they can focus on doing well on the problems they have.
 Resources: practice problems for students to solve, a list of locations to hide the problems, key for teacher of which clues to
give, protractors, compass, pencils, and treats for the end.

Outcome(s): SLO: 2 (c)

Overview: Essential Question of the day: How can we use our inductive reasoning to develop and apply a formula for
discovering the area of circles?
We will start by discussing what area is and what students know about it. The teacher will then use a demonstration to help
students understand how to find a circle's area. The teacher will start by taking a paper circle and cutting it into 16 wedges. Then,
these wedges can be arranged into the shape of a rectangle with height (r) and length (pi)(r). At every stage, allow students to
ask and answer questions. Students will use their knowledge of circumference, radius, pi and rectangle area to develop the
formula for the area of a circle. Next the teacher will provide a worked example of a problem that was solved correctly by a
student the previous year. Focus on the prompt asking students to consider a common misunderstanding they may have when
calculating the area themselves (which misconception to use will be determined from the teacher’s observations of previous
classes). Lastly students will be given a problem to solve based on what was taught in the worked example. Once students have
completed the problem themselves, they will be placed with partners to compare answers before moving on to do a partner
practice activity with additional problems focusing on the area of circles specifically. The students will be asked to submit their
work for formative feedback. Students will end with time to do a self-assessment, where they can share what they feel is making
sense in this unit, what they are finding difficult but still understand, and what is still confusing them and they could use some
clarification on.
Circle Area
6
Teaching and/or Learning Strategies: Group discussion, worked example, pair and share

Notes: The goal is to activate students prior knowledge of area and circles to help them understand the new concept.
The various examples in this lesson as well as working in groups, provides scaffolding to support students in their learning. It may
still be necessary to adapt questions or differentiate but this will be especially clear after students have completed their self-
assessment.

Resources: circle, scissors, prepared worked example, practice problems, https://www.mrseteachesmath.com/2019/09/area-of-

circle-discovery-activity.html

Outcome(s): SLO: 1 (a,b,c,d,e) , 2 (c)

7 Circle activity Overview: Essential question of the day: How can we apply our knowledge of circle measurements to a real life situation?
The teacher will start this class by going over anything that the students are still confused on (based on previous self-reflection).
Then the teacher will introduce an activity for students to complete over the next two classes. Students will choose 7-10 guests to
invite to a dinner party from a list of 25 potential guests, each with different requirements for their plate sizes. Given the
information provided, either radius, diameter, circumference or area, the students will have to figure out the other dimensions of
 each circle and construct the plates. They will then have to cut a circular cake into pieces for all the guests based on the individual
plate sizes. To do so, students will describe where they are going to cut the cake in terms of central angles for the whole cake to
be used.
This is a summative assessment that will be used to make a formal evaluation of students’ learning and it will scaffold their
learning towards the performance task and final quest.

Teaching and/or Learning Strategies: Activity based summative assessment

Notes: Encourage stronger students to select 10 or more guests, while encouraging those who are struggling with the concept to
choose fewer guests, putting more emphasis on completing the task well and understanding the concept. Students are
encouraged to ask questions. After completing 2-3 plates, they are encouraged to check in with the teacher to ensure they are on
the right track. Ensure the names used for the guests reflect the diversity of our class and the province.

Resources: Printed activity sheets, protractors, compasses, rulers, calculators (if needed), construction paper, scissors

Outcome(s): SLO: 1 (a,b,c,d,e) , 2 (c)

Overview: Students will continue working on their circle activity assignment in class. Make sure to check in with all students,
ensuring they are well on their way to completing the activity! As an extension, students could come up with their own guests
who have specific requirements.

Circle Activity Teaching and/or Learning Strategies: Activity based summative assessment
(day two)
8
Notes: Students who consider themselves done can be encouraged to cut out plates from construction paper, or color/decorate
their plates.

Resources: Printed activity sheets, protractors, compasses, rulers, calculators (if needed), construction paper, scissors

9 Outcome(s): SLO: 2 (a,b)

Overview: Essential Question of the lesson: How is area calculated?

Area formula The class will start with activating prior knowledge by reviewing what students know about area. Most students would have
discovery previously learned how to calculate the area of a rectangle and recently a circle. The students will walk through the steps to
calculate the area of a rectangle with a basic example. Then, the teacher will engage the students in a hands-on paper activity,
prompting them to discover the area of a triangle and a parallelogram. Students will start with a square piece of paper and use
that to cut a triangle that has the same width and height as the square. They will use the piece(s) they cut off and try to place
them inside the triangle to notice that the triangle that they cut out makes up exactly half of the area of the square. This activity
and guided questions will help students recognize the formula of a triangle. Then, we will do another paper cutting activity to
discover the area of parallelograms. These activities will guide students to discover the formula for the area of a triangle and
parallelogram, fostering a deeper understanding of why these formulas work. To conclude, the area formulas will be posted on
 the board.

Teaching and/or Learning Strategies: Inductive reasoning, hands-on learning

Notes: Students can build on their understanding of what area actually is from their prior understandings of the area of
rectangles and their recent learning about the area of circles (make explicit references to both). Discovering and understanding
formulas is a difficult process. It will require probing questions to help students arrive at the desired conclusion. These may
include: “What do you notice about the additional cut off pieces?” “What if you cut a different triangle, does it still work?” “Will it
work for every triangle? How do you know?” etc.

In working with area, students will use measurements of shapes to calculate area. They will relate these dimensions to other
shapes and and find relationships within the properties of each shape.

Resources: paper, scissors, https://www.homeschoolmath.net/teaching/g/area_3.php

Outcome(s): SLO: 2 (a,b)

Overview: Essential Question of the lesson: How are the area formulas applied to calculate the space a shape occupies?
This lesson will build heavily on the concepts learned yesterday. The class will start with a number talk where students have to
mentally calculate the area of a triangle using a referent. After the number talk, students will be reminded about the formulas
discovered in yesterday's class. There will be an area problem on the board that they will try to figure out in small groups, before
going over it as a class. Then, they will do a worksheet where they can practice calculating different areas, directly and through
problem solving contexts. The teacher will be available to answer questions and assist in helping students understand the
problems they are solving. This work will be handed in at the end of class and formatively assessed before engaging in summative
assessment. Students will end the class with a self-assessment, sharing what is making sense to them about area, what they find
difficult but still understand, as well as what is still confusing them.

Area formula Teaching and/or Learning Strategies: number talk, group discussion, practice, self-assessment
application
10
Notes: The problem solving questions that are asked will build on their understanding of areas in daily life across different
cultures. Although this lesson revolves heavily around worksheet practice, it is essential that students get time to practice applying
these formulas and practice working out the computations before they are summatively assessed. For students needing
differentiation, it is possible to shorten the length of the worksheet, and adapt instruction by providing them with an opportunity
to meet with the teacher for personal instruction on the concept. For those who are gifted, including some questions with
challenging numbers will provide them with a ‘challenge’ and keep them interested in the content.

Resources: Worksheet, mini whiteboards/markers for group problem, calculators (if needed)
 Outcome(s): SLO: 2 (a,b)

Overview: Essential Question of the day: How do we find the area of shapes in our environment?
The teacher will start by addressing any concerns presented in the self-reflections. Then students will have the rest of the class
period to work on a summative assessment task for area. First, the activity will be introduced and explained so all students
understand what is asked of them. Students will go around the school to find real life objects or images in the shapes of a triangle
and parallelogram, measure the side lengths and use the appropriate formulas to determine the area. This assessment will be
used to judge their understanding of computing area. If they are done early, they are encouraged to extend on this project by
calculating how many of their chosen objects would fit on the classroom carpet.
11 Area Activity
Teaching and/or Learning Strategies: Hands-on application of learning, cooperative learning

Notes: Students will have an opportunity to ask questions and work with a partner if desired.

Resources: Printed instructions with space to show work, rulers, measuring tapes, calculators (if needed)

Outcome(s): SLO: 4

Overview: Essential Question of the day: How do we measure where we are in space using a cartesian plane? (day 1)
To begin the lesson because we have switched direction a little bit in content, we will start with doing a kahoot review of the first
quadrant of a cartesian plane. There will be images of a point plotted within the first quadrant and students will have to determine
the point. This will allow previous knowledge to be activated and will serve as a pre-assessment. Then the teacher will introduce 4
quadrant plotting through direct instruction using slides where each part of the cartesian plane is introduced and explained
(origin, y-axis, x-axis). The teacher will model examples of plotting ordered pairs, and we will do some as a class. Then, students
will do some independent practice identifying and plotting points using the worksheet below. They will identify points that create a
picture, and then can create their own image. We will end class with another Kahoot reviewing definitions and plotting points on
all four quadrants.
12 Plotting Points
Teaching and/or Learning Strategies: Direct instruction, Game-based learning, I do-we do-you do strategy

Notes: This is a foundational concept for all future math courses and very important for understanding transformations which is
taught next, so it is essential that students can accurately identify and plot points.

While plotting points and transforming shapes, students will actively orient and locate different points and shapes. They will also
transform them as they move these points and shapes through space.

Resources: https://www.math-salamanders.com/coordinate-plane-worksheets.html
 Outcome(s): SLO: 2 (a,b), 4

Overview: Essential Question of the day: How do we measure where we are in space using a Cartesian plane? - Including area!
(day 2)
Today, students will be given points to plot. These points will make a triangle and a parallelogram, and then they will calculate the
area of these shapes. They will use a formula to determine the area, but will use the image to check if their calculations are
reasonable. Once this is done, students will have their choice of stations for plotting practice games. They could plot their own
points to create an image, plot given points to create a new image or play modified battleship with a partner (paper or online).

Teaching and/or Learning Strategies: Practice, game-based learning, cooperative learning

13 Plotting Points
Notes: While students are doing the station games, students who did not complete the area activity have an opportunity to do
so. This is also an excellent opportunity for the teacher to sit down with individual students that you have noticed are struggling
or ones that have indicated so themselves. This class also reinforces the area learning from two classes before by having students
complete a combined plotting points and area activity. This also can help bridge their understanding of space in terms of area to
how a Cartesian plane represents space.

Resources: computers, plotting pictures, https://www.math-aids.com/Graphing/, https://www.geogebra.org/m/YgnVY9K8

http://static.zerorobotics.mit.edu/docs/ms/CoordinateGraphBattleship.pdf,
 Outcome(s): SLO: 5

Overview: Essential question of the day: What type of changes can occur to our locations and how can we describe them?
We will start this lesson by playing a game of Kahoot that can be used as a pre-assessment of what students remember about
translations from previous grades and what we hope to teach them. So far students should understand transformations in the first
quadrant but through the game the teacher can gage what students remember and if any concepts stand out as needing
significant review. Next, students will be formally introduced to terms related to transformations such as translations, rotations
and reflections by the teacher and have time to practice these skills through a large movement game similar to Twister. The class
will be split up into 4 groups, playing 4 different games where a few students will be on the mats doing the transformations while
their classmates will tell them what transformations to do and whether it is over the x or y axis. This game allows for continued
practice on plotting points. Lastly students will have time to work with partners or independently on practice problems related to
what they had learned that day.

Teaching and/or Learning Strategies: Game based learning, direct instruction, hands on learning/brain break
14 Transformation
s
Notes: Students will be at varying levels of understanding for the kahoot game. Maybe slow down the rate of responses so
students have time to think about the concepts they have not learned yet for an additional moment. Creating several
opportunities for students to practice a skill whether that be hands on, using paper or through game, allows students with
different strengths and abilities to understand it in their own way.

Resources: kahoot game ready to go, technology, practice problems, table cloths made into ‘twister’ boards
 Outcome(s): SLO: 5

Overview: Essential Question of the day: What type of changes can occur to our locations and how can we describe them?
In this lesson students will receive additional practice and experience with describing and analyzing the position and motion of
objects in the Cartesian plane through a partner game and practice problems. They take turns drawing a transformation on a dry
erase Cartesian plane and then having their partner explain what transformation had occurred. After 15 minutes of practice,
students will return to their seats to complete some practice problems independently, dealing directly with translations, rotations,
and reflections in all 4 quadrants of the Cartesian plane. Students that have completed the activities early will be able to log onto
the laptops or tablets and spend time on an educational game dealing specifically with transformations. To finish off this lesson,
students will have time to write a self-reflection sharing what is making sense to them about plotting points/transformations, what
they find is difficult but they have accepted the challenge and have gained understanding, as well as what is still confusing them.
15 Transformation
s Teaching and/or Learning Strategies: practice problems, game-based learning, self-reflection

Notes: A self-assessment allows the teacher to assess what the majority of the class is struggling with and adapt/review the
following day. It also allows for the instructor to meet individually with students who may be struggling in several areas of this
unit. It may cause conflict if some students do not get to playing the game online. There will be several times throughout the day
that students will have the opportunity to do so if necessary. This additional practice is something all students will benefit from
and enjoy, but it is also beneficial as an activity for differentiation.

Resources: Dry erase Cartesian planes and markers, notepads and pencils, practice problems, technology,
https://www.mangahigh.com/en/games/transtar

Outcome(s): SLO: 5

Overview: The teacher will start by addressing any concerns that students have from the self-reflection through a ‘Which One
Doesn't Belong’ activity. This will give an opportunity for students to discuss terminology and verbalize their thinking in relation to
transformations. It also provides an opportunity for students to learn from one another. If there are particular areas that students
are struggling with, we will do small group practice and whole class examples. Otherwise, students will have the opportunity to
Catch-Up Day/
catch up on any work that is incomplete. Those that are done can spend time playing previously learned games. We will
Performance
16 reconvene 10 minutes before the end of class to introduce the performance task.
Task
Introduction
Teaching and/or Learning Strategies: WODB, game-based learning

Notes: The plan is to introduce the performance task on this day so students have a full 2 days to complete it.

Resources: WODB image, games, technology

 Outcome(s): SLO 1 (d,e), 4,5

Overview: Students will be given the opportunity to work on a performance task. This will include designing their dream town by
plotting points to create shapes (the “buildings”) and transforming these given shapes to all 4 quadrants (they can transform each
shape multiple times, resulting in many of each shape) and they must describe these transformations. Students must also create a
circle community garden with the centre at (0,0) given the fencing required to encompass it (circumference). Students will do
tasks that relate to what it means for buildings to “be somewhere” and they will have to think quantitatively about space and
movement. It is also an example of using shapes in real life.
Performance
17
Task
Teaching and/or Learning Strategies: Hands-on application of learning, cooperative learning

Notes: Students can work individually or in partners. They can receive formative feedback from the teacher before handing in
their final project. They can do this by hand or on technology allowing the differentiation necessary for each students’ strengths
and needs. Students can design any city they like and determine for themselves what the buildings are; they do not have to
conform to North American city norms.

Resources: technology, graph paper, rulers, pencils, crayons

Outcome(s): SLO: 1 (d,e), 4,5

Overview: Students will continue working on their performance task. The teacher will be available to answer questions and assist
as appropriate. Check in with students who may need additional support, and assistance in planning their time wisely.
Performance
Teaching and/or Learning Strategies: Hands-on application of learning, cooperative learning
18 Task
(Last day)
Notes: If it is noticed that students are struggling with this task, sit down and come up with a plan that suits that individual
student's needs. Because they are able to work in partners, the activity allows for communication and clarification amongst
partners which often leads to students having a deeper understanding.

Resources: technology, graph paper, rulers, pencils, crayons

 Outcome(s): SLO: 1(a,b,c,d,e), 2(a,b,c), 4, 5

Overview: The teacher will provide practice questions and definitions about the whole unit for students to answer individually on
their mini-whiteboards. In small groups students will explore answers to the big essential questions. There will be chart paper
posted around the room with the essential questions on them and students will discuss their ideas and write them on the chart.
The groups will circulate to all the different chart papers and then we will engage in a whole class discussion about these topics.
Finally, students will have the opportunity to ask for clarification on any topic they are struggling with and learn from their peers
through discussion.
19 Review Class
Teaching and/or Learning Strategies: small group discussion, large group discussion, mini-white boards, carousel activity

Notes: Provide questions in a similar style to those they will have to complete on the upcoming quest, so students can practice
applying their knowledge in that way.

Resources: White boards, White board markers, chart paper, markers

Outcome(s): SLO: 1 (a,b,c), 2 (a,b,c) , 4, 5

Overview: Students will take the final assessment which will be a quest (a combination of a quiz and a test), indicating to
themselves and the teacher their understanding of a majority of this unit. Students will individually do and hand in the quest.
Then students will choose a single question they found the hardest. All students that want a chance to redo question 1 will form a
group to collaborate and re-do that question on a separate sheet. The same will be done for question 2, 3, and so forth (but each
student chooses just one group to go to). This quest is formed by the unit's essential questions and big ideas as students will
have to measure, transform, orient, locate and use relationships related to shape and space to solve the questions, including real
20 life scenarios.
Quest
Teaching and/or Learning Strategies: Quest, individual moving into collaborative work

Notes: The quest is designed to assess individual learning, while also giving students an opportunity to learn and collaborate with
their peers. If students are feeling anxious, we will take a mindfulness minute at the beginning of class to relax students.

Resources: Printed quest, calculators, manipulatives, quiet relaxed environment

 Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: Our unit plan was designed using a backwards design model. We started by identifying the
Is there alignment between outcomes, performance outcomes we planned to teach, and the big ideas and skills that would accompany these
assessment and learning experiences? outcomes. Then, we determined how students could demonstrate their learning in these
areas, and planned appropriate assessments aligned to that learning. Finally, we planned
engaging learning activities that would teach students the necessary understandings. This
design method helps ensure that all learning activities are purposeful, scaffold towards the
assessments, and targets the intended outcomes. We have reviewed our whole unit to
ensure that Curriculum=Instruction=Assessment throughout. This alignment ensures that
our unit plan demonstrates a high level of construct validity.

Adaptive Dimension: While planning this unit, we have taken all students' needs into account and ensured that
Have I made purposeful adjustments to the curriculum different learning activities and assessments were included which could be adapted to fit a
content (not outcomes), instructional practices, and/or variety of learner exceptionalities. We have purposefully thought of resources that can be
the learning environment to meet the learning needs of made available to help students who need additional support. Our assessments are low
all my students? floor, high ceiling activities. They can be adapted to require less work or less complex
expectations, allowing for all students to find success. Furthermore, the assessments have
the ability to be extended to challenge students. Additionally, we have planned many
hands-on learning experiences. This creates an active learning environment so students
get movement breaks throughout. We know that hands-on learning experiences are
beneficial for students in fostering understanding, including the students who have
learning exceptionalities.
Instructional Approaches: We have a balance in activities in an attempt to differentiate the process of how
Do I use a variety of teacher directed and student- information is presented. Some instructional approaches common in our unit include:
centered instructional approaches? direct instruction, individual practice problems, cooperative learning, hands-on learning,
game-based learning, and exploration experiences. Through this, there are both teacher
directed and student-centered approaches for learning. There is a heavy focus on
conceptual understanding so students appropriately build an understanding of foundational
concepts. Part of this includes building on students prior academic knowledge and life
experiences. Our approach is student-centered, as the formative assessments are
integrated with the idea of adapting teaching practices based on student need.

FNMI Content and Perspectives/Gender When learning about circles, we included a class centered around FNMI culture. As we
Equity/Multicultural Education: know that circles hold a significant role in many Indigenous cultures, we saw a great
Have I nurtured and promoted diversity while honoring opportunity to provide an authentic and meaningful learning experience. Students will
each child’s identity? learn about the importance of circles in Indigenous culture, including medicine wheels.
Math problems in assignments will be culturally inclusive by including names and contexts
from a variety of cultures. Our assignments and assessments have been screened to
ensure students’ backgrounds will not advantage or disadvantage any students from a
particular culture.
RATIONALE
In essay format, elaborate on Stage 4 to link unit design to a comprehensive understanding of the theories/principles for mathematics teaching and
learning. Be explicit in your connections to all of your education coursework and readings, including Math C&I. (MAX 1 – 2 pages)

To assist students with recognizing the big picture surrounding the unit we created, three broad essential questions were developed (about
quantifying space, geometrical understandings and what it means to “be somewhere”). Although these questions were based on curriculum, they also
allow students to think deeply about life and previous conceptual knowledge, in order to develop a comprehensive understanding of the topic. As learned
in our evaluation course, essential questions “help students construct meaning out of otherwise abstract notions and disconnected facts” (Checkley,
2021). The essential questions are centered around 4 big ideas: orientation & location, transformations, measurement, and relationships, which show up
within and across the SLOs chosen for this unit. According to Charles (2005) big ideas are foundational for developing mathematical understanding and
can guide teaching practices. The big essential questions are introduced on the first day of the unit and each following lesson has a more specific essential
question that helps answer one or more of the larger essential questions. As a result of this structure, by the end of the unit, all questions are explored
and students will be able to use their wide range of knowledge to produce possible answers to each question.

Through the structure and order of concepts introduced in our unit, concepts build on one another and students can use prior knowledge to
understand new concepts. The attributes of circles discussed in this unit are new concepts so more time is dedicated to those lessons. Allowing students
to learn about circles leads directly into finding the area of a circle, and from there into the area of additional shapes. Next, students learn about plotting
points, leading into transformations. Concepts such as calculating the areas of shapes and transforming the same shapes on a Cartesian plane were
incorporated together. This structure helps students scaffold their learning and contributes to a positive learning experience.

A supportive and welcoming learning environment is essential for student engagement and learning. Students need to feel valued and respected
within the classroom, so they are free to explore new concepts and make mistakes while learning (Hutchinson & Specht, 2020). We have included rich
mathematical tasks, with the intent to foster conversation around different approaches and problem solving ideas. Our tasks will shift the source of
knowledge from the teacher to students, so students can learn from one another (Parrish, 2011). All serious student suggestions and ideas will be
explored in order to build a safe community for learning. In addition, the learning environment will be enhanced through the physical organization of the
classroom in relation to group work spaces and desk arrangements. The classroom design will inherently model a collaborative learning environment and
encourage the sharing of ideas (Hutchinson & Specht, 2020).

We have prioritized learning activities in this unit that allow students to explore and discover relationships for themselves. Through this, we are
working against the myth that students cannot be involved in the doing of mathematics. The activities created will be engaging, interesting, and target
intended outcomes to both spark wonder and build precision (Taylor, 2018). We want students to first become excited about amazing relationships that
exist in geometry and then from there increase their accuracy of mathematical calculations and ideas. Students will get to understand the material
through hands-on learning experiences that are accessible to all (Willis, 2007). By being involved in their own learning and making discoveries for
themselves, rather than learning solely through direct instruction from the teacher, students will have the opportunity to increase their sense of self-
efficacy. Through this, the teacher can communicate the belief that all students are capable of doing mathematics, creating a just community where all
students feel they have the opportunity to succeed (Su, 2017)! Having students discover relationships will also target conceptual understanding rather
than simply procedural knowledge. By providing prompts, group discussions about what was discovered can elicit self-explanations which “can improve
student learning and help students confront their misconceptions” (McGinn et al., 2015). These efforts to involve students in their own learning will be
enhanced by engaging students in frequent self-assessment. We provide many opportunities for students to learn together and from one another,
fostering community and collaboration, and ensuring students feel supported as they learn math. Many of our review activities are game-based and
encourage students to play with the mathematical concepts they are learning. Through partner and whole-class games, students can build perseverance,
increase a sense of community and attain mathematical skills while having fun in a non-pressurized environment (Su, 2017). In learning activities, we
frequently bring in real-life examples to help students build on prior understandings and see the relevance of the math they are learning for their lives.
Our unit is primarily student-centered, with most of the direct instruction from the teacher reinforcing earlier student-directed experiences. We incorporate
literature, physical movement, guest visits and technology to ensure this unit is exciting all the way through. Based on the activities and experiences
provided, students were able to use reasoning, problem solving, mental mathematics, visualization and communication to strengthen their understanding
while working with essential questions and big ideas.

Assessments used in this unit have been designed to ensure they are valid, reliable, and fair. All of our learning outcomes are formatively
assessed at least twice and summatively assessed twice. This is done to ensure our assessments have a high degree of reliability and concurrent validity.
The outcomes are sampled well to ensure content validity, and the weighting of assessments was designed to ensure there is a high degree of
consequential validity. In the test taking scenario, there is attention brought to reduce test anxiety. Many of our formative assessments include written
work that students hand in. This is important is it gives the opportunity for the teacher to provide specific and individualized feedback. We know that
feedback is the “glue that binds the assessment process to student learning,” (Gareis & Grant, p.154, 2015), thus students will receive frequent feedback
throughout this unit to enhance their learning. On formative assessments, there will not be a grade written so students can focus their attention on the
comments to help them improve their work (Gareis & Grant, 2015). We have also included a self-reflection piece to help students become active learners,
and to encourage them to think about their learning. Formative and self-assessments also allows the teacher to identify and support student weaknesses
and for instruction to be adapted to reflect student needs. This student-centered approach helps the teacher to properly address student concerns and
gaps in understanding before students are summatively assessed.

This unit attends to diversity in a number of ways. To meet diverse student learning needs, we have a variety of learning activities that
incorporate different senses and provide multiple avenues towards learning. The activities are low-floor but high-ceiling (Taylor, 2017). They are low-floor
in that they do not require large amounts of prior mathematical knowledge to be able to fully participate and learn. Yet, there are opportunities to delve
much deeper into the math being learnt and explore more complex ideas so that all students can be academically challenged. We also consider additional
support students may require and plan for extra time for completing assignments or receiving one-on-one help. To attend to students’ attention needs, a
plethora of activities involve physical movement. To incorporate cultural diversity, application problems and names reflect different cultural contexts. In
this, we will incorporate the students’ own cultural backgrounds to help them feel seen and valued. We have a day focused on FNMI (particularly
Blackfoot) culture to help students increase their understanding of Indigenous culture and ways of knowing in connection to the mathematics of this unit.
Inviting a speaker also ensures that the content is culturally responsive and authentic coming from the source. Additionally, we know that many FNMI
students learn best when mathematics is contextualized (Alberta Education, 2016), and thus we have brought in real-life activities for every math concept.

In conclusion, by being grounded in essential questions and big ideas, attending to differing student needs, and incorporating student-centered
learning activities, we have created a unit that is engaging, educational and will help foster skill in and a love of mathematics.
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math_pos.pdf.

Charles, R. I. (2005). Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics. J ournal of Mathematics Education

Leadership, 7(3), 9-24.

Checkley, D. (2021, January 21). Lesson 2 [Powerpoint]. University of Lethbridge Moodle site. https://moodle.uleth.ca/202101/course/view. php?id=1263

Gareis, C.R., & Grant, L.W. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning. Routledge.

Hutchinson, N.L., & Specht, J.A. (2020). Inclusion of learners with exceptionalities in Canadian schools: A practical handbook for teachers. Pearson

Canada Inc.

McGinn K.M., Lange, K.E., & Booth, J.L. (2015). A Worked Example for Creating Worked Examples. Mathematics Teaching in the Middle School, 21(1), 26-

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10.4169/amer.math.monthly.124.6.483

Taylor, P. (2018). Teach the Mathematics of Mathematicians. Education sciences, 8(2), n.p. https://eric.ed.gov/?id=EJ1199515

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