Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th

Designer(s) Anne Corbitt

Understanding by Design

Unit Cover Page

Unit Title: Math: Measurement Grade Levels: 5th

Topic/Subject Areas: area, perimeter, volume, metric units, and U.S. Customary

Key Words: measurement, KWL, inches, centimeters, millimeters, meters.

Designed by: Anne Corbitt Time Frame: 2Weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit focuses on area, perimeter, and volume and how to solve for each. Students
will have the opportunity to learn and master these skills by doing work sheets, class
activities, and quizzes and tests. Students will also learn how to use the metric system
and U.S. Customary system. With this skill, they will have the opportunity to convert
units to smaller and larger units. They will also learn and master this skill through
class activities, worksheets, and quizzes and tests. By the end of this unit, students
will have the knowledge and skill set necessary to understand and solve for
measurement. The goal is to have students understand and know how to use these
math skill sets efficiently and effectively. Students will understand the physical
measurements and identify equivalent measurements within the metric units.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt

STAGE 1 – DESIRED RESULTS

Unit Title: Measurement

Established Goals: Demonstrate an understanding of perimeter, area, volume, and equivalent measurements.

Students will…
a) Find perimeter, area, and volume in standard units of measurements;
b) Differentiate among perimeter, area, and volume and identify whether the application of concept of
perimeter area or volume is appropriate for a given situation.
c) Identify equivalent measurements within the metric system.
d) Estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) Choose an appropriate unit of measure for a given situation involving measurements using U.S.
Customary and metric units.

Source: C o m m o n w e a l t h
of Virginia , B. E. (n.d.). Mathematics Standards of Learning . Retrieved
September 12, 2017, from
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math5
.pdf

Understandings: Students will understand that… Essential Questions:

 That temperature is measured in Fahrenheit  Why might America use U.S. Customary
and Celsius. measurements and not the Metric Unit of
 That a thermometer is used to measure measurements like everyone else?
temperature.  How do you solve for volume, area, and
 That in America we use U.S. Customary perimeter?
measurements and the rest of the world uses  What is the difference between Celsius and
the Metric Unit of measurements. Fahrenheit?
 What is temperature used for?

Students will know: Students will be able to:

 How to determine volume in standard units.  Demonstrate and understanding for physical
 What the standard measurement is for measurement.
perimeter, volume, and area. (i.e. cubes)  Demonstrate an understanding of perimeter,
 Equivalent measurements within the metric area, volume, and equivalent measures and
system. their metric units.
 The difference between weight and mass and  Use both the U.S. Customary and metric Unit of
what each is used for. measurements.
 Appropriate measuring devise to measure in  Identify measurements within the metric
both U.S Customary units and Metric units. system.
 Differentiate what volume, area, and perimeter
are, identify their functions, and how to solve
for each.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
 Measurement GRASPS Activity- Allows the  Homework- Identifying the different units of
opportunity for students to work together and measurement for both U.S. Customary and
design a fun landscaping concept. This activity metric system.
gives students the opportunity to learn and  Multiple Choice Quiz- Converting metric system
understand math measurements. They also units into smaller and larger units of
have the freedom to be creative in their own measurements and recognizing U.S. Customary
way and will learn how to be deal with people in and metric system units.
the business world. This is an activity where
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
students can have fun and learn in a relaxed  Think Pair Share- Students will take 2 minutes
environment while working with their peers. to think of one or ideas that they have learned
This will test that the students know the about measurements. They will then turn to
material and have the ability to apply their their shoulder partner and take turns sharing
measurement knowledge into a real life their knowledge.
scenario.
 Measurement Quiz- An independent
assessment that gives the teacher insight on
the progress and knowledge of each individual
student. Students will be assessed on how to
use U.S. Customary and metric system units of
measurement and how to convert the
measurements to bigger and smaller units. This
is a self-assessment that shows independent
progress and prior knowledge.

Student Self-Assessment and Reflection

 Self-Reflection- After a lesson, students will write down content about measurement that they did not
understand, what they would like to know more about, and write down what they understood, and what
they enjoyed about the lesson. The teacher will collect these at the end of class and will take note of what
students need more help with when learning about measurement, and what teaching styles and methods
are effective in helping the students learn about measurement.
 KWL Chart- Students will write down their prior knowledge of measurement, what they would like to know
about measurement before the lesson is over, and what they learned about measurement after the lesson.
 Student Led Conversations- Students will break into groups and discuss what they learned about
measurement, what they enjoyed about it, and what they had questions about.
 Journal Time- Students will reflect on what they learned that day about measurements and write down 3
concepts they got from the lesson/activity.
 The last few minutes of class, students will ask the teacher any questions they may have had about
measurement and also reflect on what they learned by explaining it to the class.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Have students start their KWL chart with what prior knowledge they have of measurement, perimeter, area,
volume, and measurement, and what they would like to learn about these subjects.
2. Introduction lesson on perimeter, area, volume. (PowerPoint)
3. Introduce the GRASPS lawn care project and give due date.
4. Make area, perimeter, and volume study notecards with formula on each notecard.
5. Students will work in partners and complete the Area and Perimeter worksheet and the Volume work sheet.
(Math-aids,2016)
6. In depth lesson, on perimeter, area, and volume. (Going over all detail students will need to know in
accordance to 5th grade standards on PowerPoint.)
7. Cheez-It Math activity. Students will break into groups of three for activity. (Connell, 2013.)
8. Quiz day- Students will take a practice quiz on perimeter, area, and volume.
9. Jeopardy/Review day- Students will split up into 2 teams and do a jeopardy review game.
10. Final Review- Teacher and students will go over any questions students may have, and review material for
chapter test.
11. Test day- Students will take their chapter test on perimeter, volume, and area.
12. GRASPS project due, students will share their projects with the class.
13. Continue sharing of GRASPS project.
14. Power point and lesson on U.S. Customary and metric system units.
15. Unit measurements conversion worksheet. (Math Worksheets 4 kids, 2017.)
16. Quiz- Students will have a practice quiz on the U.S. Customary and metric system units.
17. Metric Madness Activity (Eyrich, 2017.)
18. Jeopardy/Review- Students will play review game to prepare for the chapter test.
19. Final Review- Go over any last minute questions students may have and make sure they have an
understanding for the material.
20. Test day- Students will complete their chapter test on U.S. Customary and metric system units.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
21. Complete KWL chart- Students will fill out the what they learned portion of their KWL charts (this will be their
exit ticket for math.)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
 Have  Introduc  In depth  Quiz day-  Final
students e the lesson, on Students will Review-
start their GRASPS perimeter, take a practice Teacher and
KWL chart lawn area, and quiz on students
with what care volume. perimeter, area, will go over
prior project (Going over and volume. any
knowledge and give all detail  Jeopardy/Revie questions
they have of due date. students will w day- students
measureme  Make need to Students will may have,
nt, area, know in split up into 2 and review
perimeter, perimete accordance teams and do a material for
area, r, and to 5th grade jeopardy chapter test.
volume, and volume standards review game.  Test day-
measureme study on Students
nt, and what notecard PowerPoint.) will take
they would s with  Cheez-It their
like to learn formula Math chapter test
about these on each activity. on
subjects. notecard Students perimeter,
 Introduction . will break volume, and
lesson on  Students into groups area.
perimeter, will work of three for
area, in activity.
volume. partners (Connell,
(PowerPoint and 2013.)
) complete
the Area
and
Perimete
r
workshe
et and
the
Volume
work
sheet.
(Math-
aids,201
6)

6. 7. 8. 9. 10.
 GRASPS  Continue  Unit  Metric  Final
project due, sharing measureme Madness Review- Go
students of nts Activity over any
will share GRASPS conversion (Eyrich, 2017.) last minute
their project. worksheet.  Jeopardy/Revie questions
projects  Power (Math w- Students students
with the point Worksheets will play review may have
class. and 4 kids, game to and make
lesson 2017.) prepare for the sure they
on U.S.  Quiz- chapter test have an
Customa Students understandi
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5
Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
ry and will have a ng for the
metric practice quiz material.
system on the U.S.  Test day-
units. Customary Students
and metric will
system complete
units. their
chapter test
on U.S.
Customary
and metric
system
units.
 Complete
KWL chart-
Students
will fill out
the what
they learned
portion of
their KWL
charts (this
will be their
exit ticket
for math.)
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
(Copy and Paste Your Rubric on the last page)
Math Landscaping Project Rubric
Assignment: You own a landscaping company and a client requests pricing and an example of what you can make their lawn
look like. Your job is to create a small scaled model of what the client’s lawn will look like, include measurements, pricing,
and a sales pitch. Convince the customer that you are the best at what you do and how you can make his lawn look amazing,
just like the model you created.

Criteria Proficient Developing Novice Score

3 2 1 /12
Organization The items presented in the Some of the items in the The items were not
small-scale model were laid small-scale model were aligned in a neat and
out neatly and in a logical laid our neatly and make logical way. The
way. The dimensions are sense. The dimensions are dimensions were either
neatly listed on each side of listed, but not on each side not listed or were listed
the lawn and all lawn aspects of the lawn. Some, but not incorrectly. The overall
are presented on the model. all lawn aspects are presentation of the model
presented on the model. is unorganized and could
use improvement.
/3
Understanding The information that was Partial required The information that was
of Task required was presented in information was presented required was either not
each aspect of the project. in each aspect of the present or the bare
There is a clear project. There was a minimum. There was an
understanding of what the partial understanding of unclear understanding of
lawn was to look like and what the lawn was to look what the lawn was to
how to properly assess and like and the configurations look like and the asses of
configure the lawn of the lawn are not fully the lawn dimensions
dimensions. understood. were not properly listed.
/3
Quality of The work and time put into The work and time put into The quality and layout of
Work the project is apparent. The the project was the work was
work is in standards with the developing. The work misunderstood and not
expectations in the project when compared to the properly assessed. The
description. The work is project standards are work does not meet the
correct and neatly presented. exceptional. The work is standards listed. the
presented neatly and for model was not correct
the most part correct, but and needed more
could use improvement. organization.

/3

Presentation The small-scale model was The small-scale model was The small-scale model
clearly presented to the class. presented well to the class. was not presented in a
When presenting, you are When presenting, the tone clear manner to the class.
speaking loud and clear for could have been louder When presenting, the
the class to effectively and more clear. For the speaker did not speak in
understand and follow along most part, the class a loud and clear tone.
with what you created. understood the The class was unsure and
presentation, but there did not understand the
were a few questions in goal and layout of the
regards to presentation. model.
/3

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
Understanding by Design
Unit Cover Page

Unit Title: Social Studies Grade Levels: 5th

Topic/Subject Areas: Virginia Studies, geography, and Native American Indians.

Key Words: rivers, mountain ranges, Native American Indians, regions.

Designed By: Anne Corbitt Time Frame: 2 Weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

In this unit, students will have to opportunity to learn more about the culture and make up of their
home state. They will know the geography and history of the native people. Students will
demonstrate knowledge of the physical geography of native people past, present, and future in the
state of Virginia through quizzes, test, and class activities. They will be able to identify landmarks,
rivers, regions, and mountain ranges on a map and have the opportunity to recognize state tribes.
They will be able to identify the living style, food, clothing, and living conditions of the Native
American Indians of Virginia. Each student will assess and show the teacher their level of
knowledge based upon the assignments given to the class.

Unit design status: Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task Completed rubrics

Directions to students and teacher Materials and resources listed

Suggested accommodations Suggested extensions

Status: _____ Initial draft (date: ___________) ____ Revised draft (date:____________)

___Peer Reviewed ____Content Reviewed _____Field Tested ____Validated ___Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt

STAGE 1 – DESIRED RESULTS

Unit Title:

Virginia Studies

Established Goals: To demonstrate knowledge of the physical geography of native people past, present, and future in the
state of Virginia.

a) Locating Virginia and its bordering states on maps of the United States.
b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau.
c) Locating three American Indian language groups (the Algonquian, the Slouan, and the Iroquoian) on a
map of Virginia.
d) Describing how American Indians related to the climate and their environment to secure food, clothing,
and shelter.

Source: Commonwealth of Virginia , B. (n.d.). History and Social Science Standards of Learning .
Retrieved from
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final
/framewks_virginia_studies.pdf
Understandings: Students will understand that… Essential Questions:

 The American Indians of Virginia made a huge  What types of food might the American Indians
contribution to the history of this state and have had?
country.  How might the American Indians become
 American had to use resources that were accustomed to the different climates of
available to them within nature in order to Virginia?
survive.  What are some of the different geographic
 The different regions that make up Virginia are regions in Virginia?
what make the state up as a whole.  How does each geographic region differ from
the others?

Students will know: Students will be able to:

 The three American Indian language groups of  Demonstrate knowledge of the physical
Virginia are; the Slouan, the Iroquoian, and the geography of native people past, present, and
Algonquian. future in the state of Virginia.
 How and where to locate Virginia on a map of  Identify and locate current state recognized
the United States. tribes.
 That the bordering states of Virginia are; West  Draw conclusions and make generalized ideas
Virginia, North Carolina, Maryland, Kentucky, about the geography and lifestyle of the Native
and Tennessee. (Also Washington D.C. but American Indians.
this is not technically a state.)  Interpret and Analyze maps.
 The climate of Virginia is mild with distinct  Compare and contrast historical events and
seasons. landmarks of the state of Virginia.
 The regions of Virginia are Valley and Ridge,
Appalachian Plateau, Coastal Plain (Tidewater),
Piedmont, and Blue Ridge Mountains.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
 GRASPS Project- Students will create their own  Homework- Pick one of the three Native
tribe (based similar to the Native American American Indian languages of Virginia. Write a
Indians of Virginia). They must create housing three paragraph response explaining the
units, food sources, a way of hunting, and an language, which tribes spoke it, and how it
area of Virginia they would settle. They must differs from the other Native American
make sure to pick a climate that is ideal for languages of Virginia.
growing crops and with livable weather
conditions. Students need to create a sample  Let’s take a 5- The last five minutes of the
of what the housing would look like and try to lesson, have students write down what they
convince other classmates/tribes to join their have learned about the physical geography of
tribe and make a community. The will work in Virginia and/or what they have learned about
groups of 4. the Native American Indians of Virginia.

 Multiple Choice Quiz- Tests the students’  Chapter Test- This will assess students on all
knowledge of the geography of Virginia and the content learned about the Native American
prior life of Native American Indians. This Indians of Virginia, the physical geography of
allows for the teacher to see where each Virginia, and the climates of Virginia.
student is individually and to assess their
understanding on the content. It is important
for students to know about their state history
and culture for it has formed who they are
individually and the people of the State of
Virginia.
Student Self-Assessment and Reflection

 Using a number to identify their level of understanding of the Social Studies content- Students can put the
number 1-4 on their desk (4- I understand, 1- I have no am completely lost) to let the teacher know if they
understand or if they need further explanation on content at the end of the lesson.
 Sticky Notes- At the end of the lesson, each student will write down one or two things that they are “stuck
on” or that they need help with understanding about the Virginia Studies content.
 Thumbs up, in the middle, or down- Thumbs down is a way for students to communicate they do not
understand. Thumb in the middle indicates the students’ kind of understand but need a refresher or has a
question about the material. Thumbs up means they completely understand the material and have no
questions.
 Entry and Exit tickets.
 Students will write in their journal and reflect on what they learned about Virginia Studies at the end of
class.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1. Have students start a KWL chart about what they already know about the geography and make up of Virginia,
and the Virginia Native American Indians. Then have them complete what they would like to know about these
concepts.
2. Power point lesson about the geography of Virginia, the mountain ranges, major water ways/ rivers, the climate,
and the different regions that make up Virginia.
3. Foldable Maps Activity- Have students work on their foldable maps that shows the regions, rivers, and
mountain ranges. (Orr, 2017)
4. Assign and have students start on in class Virginia Map Project- Students will have a partner and create the
state of Virginia on poster board including the regions, major rivers, and major mountain ranges.
5. Have students complete their Virginia Map Project.
6. Presentation Day- Have each group present their poster board map to the class and allow for student feedback,
questions, and comments.
7. Quiz- Have students take a quiz on the geography of Virginia and its regions.
8. Review- Have a review over the content learned about the geography of Virginia. See if any students have
questions or need to go over any material.
9. Power point lesson on the Native American Indians of Virginia, how they lived, what they ate, where they lived,
etc.
10. Assign GRASPS Native American Indian Tribe project.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
11. Virginia American Indian Tribes Map Activity- Students will work on the map of Virginia and fill in the region
where each Indian tribe was located with the tribe name (Native Languages, 2015.)
12. Quiz- Quiz over the Native American Indians material.
13. Field Trip Day- Students will go on a field trip to Jamestown to learn more about the Native American Indians
of Virginia.
14. Presentation Day/Due date- Each student will present their GRASPS Native American Indian project.
15. Jeopardy/Review- Play jeopardy as a review game to prepare students for test over the geography of Virginia
and the Native American Indians of Virginia.
16. Final Review- Go over any last minute questions students may have, and make sure all material is understood.
17. Test Day- Students will complete the test for this chapter unit.
18. Presentation Day- Cont.
19. Have students complete their KWL chart and list what they learned about the geography of Virginia and its
native people.
20. Prepare students for the transition of the next chapter, just give a brief overview of what will be next.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
1. Have students 4. Assign and have 5. Have students 7. Quiz- Have 9. Power point
start a KWL chart students start on in complete their students take a quiz lesson on the
about what they class Virginia Map Virginia Map Project. on the geography of Native American
already know about Project- Students Virginia and its Indians of Virginia,
the geography and will have a partner 6. Presentation Day- regions. how they lived,
make up of Virginia, and create the state Have each group what they ate,
and the Virginia of Virginia on poster present their poster 8. Review- Have a where they lived,
Native American board including the board map to the review over the etc.
Indians. Then have regions, major class and allow for content learned
them complete what rivers, and major student feedback, about the geography 10. Assign
they would like to mountain ranges questions, and of Virginia. See if GRASPS Native
know about these comments. any students have American Indian
concepts. questions or need to Tribe project.
go over any material.
2. Power point
lesson about the
geography of
Virginia, the
mountain ranges,
major water ways/
rivers, the climate,
and the different
regions that make
up Virginia.

3. Foldable Maps
Activity- Have
students work on
their foldable maps
that shows the
regions, rivers, and
mountain ranges.
(Orr, 2017)

6. 7. 8. 9. 10.
11. Virginia 13. Field Trip Day- 14. Presentation 16. Final Review- Go 18. Presentation
American Indian Students will go on Day/Due date- Each over any last minute Day- Cont.
Tribes Map Activity- a field trip to student will present questions students
Students will work Jamestown to learn their GRASPS Native may have, and make 19. Have students
on the map of more about the American Indian sure all material is complete their KWL
Virginia and fill in Native American project. understood. chart and list what
the region where Indians of Virginia. they learned about
each Indian tribe 15. Jeopardy/Review- 17. Test Day- the geography of
was located with the Play jeopardy as a Students will Virginia and its
tribe name. review game to complete the test for native people.
prepare students for this chapter unit.
12. Quiz- Quiz over test over the 20. Prepare
the Native American geography of Virginia students for the
Indians material. and the Native transition of the
American Indians of next chapter, just
Virginia. give a brief
overview of what
will be next.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 12

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 13

Design Topic: Measurement & Virginia Studies Subject(s): Math and Social Studies Grade(s): 5th
Designer(s) Anne Corbitt

Resources

Connell , G. (n.d.). 10 Hands-On Strategies for Teaching Area and Perimeter. Retrieved October 10,
2017, from https://www.scholastic.com/teachers/blog-posts/genia-connell/10-hands-strategies-
teaching-area-and-perimeter/

Junkie, T. (2017, June 12). 3 Free Math Activities for Area, Perimeter, Volume. Retrieved October 10,
2017, from http://www.teachjunkie.com/math-subject/3-free-math-activities-area-perimeter-
volume/

Native American Tribes of Virginia. (n.d.). Retrieved October 10, 2017, from http://www.native-
languages.org/virginia.htm

(n.d.). Retrieved October 10, 2017, from http://www.math-aids.com/images/perimeter-all.png

Orr, S. (n.d.). Retrieved October 10, 2017, from https://vastudies.pwnet.org/coolstuff/foldables.html

U.S. Customary Unit Conversion- Length . (n.d.). Retrieved from

https://www.mathworksheets4kids.com/customary/feet-yards-miles-large.png

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 14