CT Integrated Unit Plan

Your Name: Benjamin Jones

Grade Band and Subject: Timeframe:

5th Grade Math How many days/lessons will this unit take?
1 day/1 60 minute lesson

Essential Question: What is the essential question this series of lessons will answer? etc.
How can we measure the angles and sides of different 2-dimensional shapes in order to classify them?

Unit Overview Narrative

The overview of the unit you are teaching and the computational thinking practices that will be addressed in
this lesson.
This unit will cover geometry of 2-dimensional figure. The computational thinking practice that will be covered
is creating programs that include sequences, loops, conditionals, and variables.

Student Project Objective

What is the final student artifact?
The students will use Scratch.mit.edu block coding to create miscellaneous 2-dimensional shapes.
Learning outcomes
The student will be able to:
● Determine the measurements of the angles and sides of 2-dimensional shapes and use those
measurements to draw shapes through the use of a block-type programming environment.

Integrated Computational Thinking Design Standards Alignment:

Principles ● MGSE.5.G.3 – Demonstrate an understanding
Which iCT design principles does this unit draw on? of 2-dimensional shapes.
● Decomposing whole shapes into smaller ● CT.3-5.5(4) – Create Programs that include
measurements that can be put together in a sequences, loops, conditionals, and
programmed pieces to draw each shape. variables.

Context Materials / Equipment

Where does this unit fit in your yearlong curriculum? ● Die cut shapes (Triangle, Square, Rectangle,
What prerequisite knowledge do students need to Pentagon, and Hexagon)
have? ● Protractor and Ruler
This math unit is a part of the regular 5th grade math ● Laptops (1/student)
standards. The already have a basic underrstanding of ● Scratch Programming Environment
2-dimensional shapes. The students already have a
basic understanding of how to use Scratch.
Student Characteristics
This section focuses on the characteristics of your students which will impact your decisions during planning and
facilitation (e.g., experience, race, ethnicity, socio-economic status).

Information Category Student Characteristics

What are the general characteristics Students are considered special-educational and are higher-functioning
of students who will be experiencing with a primary eligibility of autism. They are a mixture of race (white, African
this unit? American, and Hispanic). They are mostly middle-class with the exception
of 2 who are considered low-income.

What content-specific prior Students already have a general knowledge of some of the characteristics
knowledge do students possess that of 2-dimensional shapes.
relates to this unit?

What prior CT knowledge and They student have had guided exposure to creating basic programs with
experience do students possess that scratch. They understand which blocks can interlock with other blocks.
relates to this unit?

Access to relevant technology Laptops, Internet, Scratch Programming Environment

(devices, software, internet, CT-
specific tools, etc.)

Other
School & District Characteristics
This section focuses on the school and district characteristics that will impact your decision-making during
planning and facilitation (e.g. existing standards, guiding pedagogy of your department, tech infrastructure,
existing curriculum, etc.).

● The school systems implements the Georgia Standards of Excellence in both Math and
Computer Science on a daily basis. Technology and cross-curricular activities are encouraged
to make each lesson meaningful and engaging. The school system has an extensive technology
infrastructure with 1-to-1 devices for all students. The devices are either Chromebooks or
iPads. The students and faculty both have access to a variety of educational software that
supports learning across all academic and computer science standards.
Pacing Calendar
Class Period Length: 60 Minutes

Clas Procedures iCT Design Principle(s) Strategies to engage all

s covered students for participation
(Differentiation based on
student characteristics,
interests, accommodations)

Day 1 Learning Objective(s): The student will be The lesson will focus For students struggling with
able to... decomposing each shape into measuring the shapes –
● Measure the angles and sides of a 2- smaller parts. The students will There will be three sets of die
dimnesional shape. Use the Scratch then create a small chain of cut shapes that have some of
programming environment to create blocks in Scratch to program the measurements labeled.
programs that can draw 2- drawing each part of the shape. The students will find the 1-2
dimensional shapes. Last, the students will put remaining measurements
together all the pieces of the with teacher assistance.
Content Presentation (What is the teacher program to draw the entire
doing/introducing) shape. For students struggling with
creating programs in Scratch
● The lesson will begin with a review of – They will be provided with
how to measure the angles and sides pre-created chains of block
of several 2-dimensional shapes. Next, code. They will fill in the angle
there will be a guided practice portion and side measurements, they
where the teacher and students will also fill how many times
measure the angles and sides of a the code will need to repeat.
shape together. We will decompose
 the shape into pieces that can be
repeated and write a program that can
draw the example shape.

Student Participation (What students do/

student tasks)
● First, students will determine the
measurements of the angles and sides
using die cut shapes, protractors, and
rulers.
● Second, students will use those
measurements to create programs in
scratch to draw a square, triangle, and
pentagon.

Assessment
This section focuses on how CT skills and disciplinary learning goals will be assessed in this lesson. Please add a
new row if needed.

Objective / Objective Assessment (description of CT skills be assessed

Cluster activity)

Outcome 1: Correctly Students will use block code in Creating programs

measuring different shapes. scratch to draw 2-dimensional Decomposing each shape into smaller parts
Using those measurements shapes.
to create a program that can
draw a square, triangle, and
pentagon in Scratch.

Selected CT Tool(s)
This section focuses on the selected computational thinking tools/applications. When selecting computational
thinking tools, think about the strengths and weaknesses of the tools and consider your students’ and school’s
characteristics.

Selected CT Tool(s) Rationale for selected tool Potential barriers

Scratch Programming Ease of use to create basic Students can become distracted by
Environment programs. Very visually engaging. blocks that are not necessary for
completing their program. They can
become overwhelmed and frustrated
when programs do not work.