Understanding by Design

Stage 1 - Desired Results
Mathematics grade-7

Established Goals:
CCCS 4.2 -E (Measuring Geometric Objects)
* Develop and apply strategies for finding perimeter and area

Understandings:
Students will understand that...
* the concept of area and perimeter is useful in many professions
* many home projects utilize area and perimeter concepts

Essential Questions:
* Explain the concept of area.
* Explain the concept of perimeter.
* What are some professions that utilize area and perimeter in their jobs?
* How can homeowners utilize area and perimeter concepts?

Students will know...
* how to calculate area of geometric shapes by using proven formulas.
* how to calculate perimeter of geometric shapes.

Students will be able to ...
* identify the difference between area and perimeter.
* determine the area and perimeter of geometric shapes.
* solve real life problems using area and perimeter concepts.

Stage 2 - Assessment Evidence

Performance Task :
* Students will be given a real- world situation that requires them to refurbish a room. They will have to measure the room and make decisions on purchasing materials and the amounts needed to complete the job.
* The students will display their results and explain how they came to their conclusions. ( results should be efficient)

Other Evidence:
* Have students assess their own results and determine if their measurements, calculations, and decisions were accurate.
* Have students identify situations at home and in their own lives were they can utilize these concepts of area and perimeter.( assign for homework)
* Give quizzes and tests that test their knowledge and understanding. ( spiraling this mathematical concept throughout the school year will help in the mastery of the concept of area and perimeter)

Stage 3 -Learning Plan

Learning Activities:
* Identify with the students, parts of the classroom that represent area and those that represent perimeter.
* Have the students measure their own rooms and plan to refurbish it with paint, carpeting, and molding. Supply the students with a materials list that includes paint prices and coverage per gallon, carpet costs with padding( carpeting is generally sold by the square yard),and molding costs per linear foot. Allow the students to determine how much of each material they would need and then calculate the total cost of the project.(results should be as efficient as possible)
* Students working in small heterogeneous groups will help all of the students in the understanding of the skills and concepts.

Reflection:
Understanding by Design allows the instructor to have a checklist for each lesson to ensure that all components of a genuine learning experience exists. This model is similar to Madeline Hunter's model for lesson plans. I liked the "essential question" concept, and how it provokes a higher order of thinking. These types of questions engage the students in thinking about what they are learning and how they can apply this knowledge to personal experiences. Making that connection to a real world experience gives relevance to the learning process.
The lesson design is similar to what I implement into my lessons, so this was comfortable for me to create for my own classroom instruction. The students appeared to enjoy the lesson, and many thought provoking questions developed amongst the groups as they attempted to complete the project.The students were engaged and appeared to enjoy the process of refurbishing there own rooms. Some students told me that they were going to Home Depot to buy the materials to actually paint there room.