Design Topic: Measurement Subject: Mathematics—SOL 5.

8 Grade: 5th Designer: Tiffany Crisp

Understanding by Design

Unit Cover Page

Unit Title: Perimeter, Volume, and Area… OH MY! Grade Levels: 5th

Topic/Subject Areas: SOL 5.8- Perimeter, Volume, Area, and Equivalent Measures

Key Words: Perimeter, Volume, Area, Equivalent, Estimation, Metric, Units,

Measurement, SOL, U.S. Customary

Designed By: Tiffany Crisp Time Frame: 2-week unit

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

Brief Summary of Unit:

This unit will cover the basic understandings of perimeter, area, volume and
equivalent measures. It will outline how to solve given measurement problems, how to
distinguish between volume, area, and perimeter, how to use the metric system vs. the
U.S. Customary system, how to find equivalent measures, how to use approximation
to solve problems and how to use the correct form of units for a given problem. The
students will be demonstrating deep understanding and knowledge of material through
formal and informal assessments like quizzes, tests, exit tickets, and final projects
applying the learned concepts.

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 Subject: Mathematics—SOL 5.8 Grade: 5th Designer: Tiffany Crisp

STAGE 1 – DESIRED RESULTS

Unit Title: “Perimeter, Volume, and Area… OH MY!”

Established Goals:

Measurement- Focus: Perimeter, Area, Volume, and Equivalent Measures

SOL 5.8
The student will
a) find perimeter, area, and volume in standard units of measure;
b) differentiate among perimeter, area, and volume and identify whether the application of the
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 measurement using U.S.
Customary and metric units.

(Virginia Department of Education, 2009)

Understandings: Essential Questions:

 Students will understand that estimation is
an approximation used to solve problems.
 Students will understand that different
units of measure are used to signify
perimeter, area and volume.
 Students will understand that there are
differences in U.S. Customary
measurements and metric units.
 Students will understand that metric units
can be converted into U.S. Customary
units.
 Students will understand that solving for
volume, perimeter and area requires
specific formulas with calculable answers.
 Why does it matter that we use correct
units of measure when calculating
different problems?
 Why do we get different answers when
we find perimeter, area and volume of the
same object?
 Why is measurement important to find?
 Why is perimeter, area and volume solved
using different methods and units?

Students will know: Students will be able to:

 Students will know that perimeter, area  Students will be able to find the
and volume are measurable and have a set perimeter, area and volume of a given
formula for solving. shape.
 Students will know that estimation  Students will be able to estimate the
approximates measurement. perimeter, area and volume of an object
and compare it to physical measurements.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic: Measurement Subject: Mathematics—SOL 5.8
 Students will know which units of
measure are used for solving either
perimeter, area or volume.
 Students will know the difference between
Metric and U.S. Customary
measurements.
 Students will know that the units for
perimeter is the tool you are measuring
with.
 Students will know that the units for area
are labeled with square units.
 Students will know that the units for
volume are labeled with units cubed.
Grade: 5th Designer: Tiffany Crisp
 Students will be able to identify and
differentiate between using the formulas
for perimeter, area and volume.
 Student will be able to use Metric and US
Customary measuring techniques.
 Students will be able to find equivalent
measures between U.S. Customary and
Metric measurements.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 Final Project (GRASP): Each student will  5 Question Quiz-Volume of Pyramids,

take on the role as an architect and make Cubes and Rectangular Prisms
detailed blueprints of a home. The family  Exit Ticket: “Find the area, perimeter and
is a family of five who trusts the student volume of the shape on the board.”
to draw them a house with enough space  Graphic Organizer: In a 3-column graphic
for 5 people to live. There is only one organizer, students write characteristics of
problem. The family needs to buy area in the first column, characteristics of
furniture for their new home and needs to volume in the second column and the
know what they can and cannot buy. They characteristics of perimeter in the third
also request that the student draws in a column.
pool (wish list item). The student’s job is
to draw blueprints of the home and find
the perimeter, area of each room so the
family can buy furniture and move in right
away when it’s finished. The student will
also calculate the pool’s perimeter, area
and volume.
 The student’s job is to use a ruler to
measure household food boxes in the
classroom (the teacher will bring in pre-
measured cereal boxes, granola bar boxes,
powdered Jello boxes, graham cracker
boxes, spaghetti boxes, etc.). They will
use both centimeters or inches to measure
each box. Once the student has measured
the sides of all the boxes using both forms
of measurement, he/she must find the
perimeter, the area and the volume of each
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic: Measurement Subject: Mathematics—SOL 5.8 Grade: 5th Designer: Tiffany Crisp
box. When the activity is completed,
students will turn in their work for grading
and answers will be posted reviewed for
practice for the whole class.
(Measuring 3 Dimensions, 2012)

Student Self-Assessment and Reflection

 Journal entries- Practice problems using perimeter, area and volume.

 Exit tickets- Answer a question to move on to the next activity.
 Thumbs up, thumbs down, thumbs sideways (Do you understand the material?)
 “What stuck with you?” Board—all students write a concept/formula/definition/etc. that stuck
with them throughout the unit (Jo, n.d.).

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. Think, Pair, Share- Students talk to their classmates about what they think they know about
perimeter.
2. Math Antics: Perimeter Video- Students will watch an informative video about perimeter
(Mathantics, 2014).
3. Perimeter of a Hand- Students will trace their hand on a sheet of paper and then take string and
lay it on the outline. They will mark it and measure the string to find perimeter of their hand
(Wendy).
4. Perimeter Exit Ticket- Students will measure their folder and write the perimeter on the exit
ticket.
5. Math Antics: Area Video- Students will watch an informative video about area (Mathantics,
2014).
6. Area and Perimeter Task Cards- Students will get a series of cards with pictures of shapes with
measurements. The student will find the perimeter and area of each shape listed (Lynette).
7. Tracing your Hand- Students trace the outline of their hands on graph paper and count the
squares to find the area of their hand (Wendy).
8. Geoboards- Students will make different shapes using rubber bands and find the perimeter and
area.
9. Area Quiz- Students will solve for area of the different shapes on a 10 question, fill-in-the-blank
quiz.
10. Math Antics: Volume Video- Students will watch an informative video on the volume of a shape
(Mathantics, 2014).
11. Investigating Volume Worksheet- Using snap cubes, students will make a variety of rectangular
prisms. They will sketch it out on the worksheet, fill out what its length, height and width are and
solve for volume (Quinnessential Lessons).
12. Read World Volume Problems- Students will look at volumes of a fish tank and pools and solve
for volume (Hicks).

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

Design Topic: Measurement Subject: Mathematics—SOL 5.8 Grade: 5th Designer: Tiffany Crisp
13. Volume Quiz: Cubes, Rectangular Prisms and Pyramids- 5 question multiple-choice quiz
calculating volume.
14. Categorizing Perimeter, Area, and Volume- Students will use a graphic organizer to organize
the information learned about perimeter, area and volume.
15. Measurement Foldable- Students will create a foldable with the labels “perimeter,” “volume,”
and “area” on the front. Under each flap will list the formula for solving problems, a picture of
what each is, and the measuring unit (Candler).
16. Household Boxes- Students will measure boxes and find the perimeter, volume and area of each.
17. Area, Perimeter, & Volume Sort- Students will receive a set of cards to sort with real life
applications of volume, area, and perimeter. They will sort things like, “Laying brick around a
garden,” and “Covering the window with a curtain” (D Math).
18. Measurement Task Cards- Students will get a series of notecards that have either a question
about volume, area, or perimeter that they are tasked to solve (answers on the back of the cards)
(Lynette).
19. Converting Metric and Customary Units Video- Students watch a conversion of units video to
introduce equivalent measurements (Scholastic, 2016).
20. Penguin Metric and U.S. Measurement Matching Game- Students will have a mixed set of
metric cards with matching U.S. Customary equivalent measurement cards. They will match them
to each other (Quinnessential Lessons).
21. Exit Ticket- Students will convert metric units to U.S. Customary units.
22. GRASP Architect Project- Students will prove they have learned and understand volume,
perimeter, area, and equivalent measurements by drawing a blueprint for a house and finding the
perimeter, area and volume for it, where needed.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

Think, Pair, Perimeter of Hand Introduction Tracing your Introduction

Share (1) (3) Video on Area (5) Hand (7) Video on Volume
(10)
Introduction Exit Ticket (4) Area and Geoboards (8)
Video on Perimeter Task Investigating
Perimeter (2) Cards (6) Area Quiz (9) Volume
Worksheet (11)
6. 7. 8. 9. 10.

Real World Measurement Household Box Measurement GRASP Project

Volume Categorization: Measuring (16) Conversion Video (22)
Problems (12) Organizer (14) (19)
Volume, Area,
Volume Quiz (13) Measurement Perimeter Sort Metric and U.S.
Foldable (15) (17) Customary
Matching Game
Measurement (20)
Task Cards (18)
Exit Ticket (21)

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp
Mathematics- Measurements- Design a House

Student Name: __________________________________________ Date:_______________________

5 4-3 2-1
Content The student designed a The student designed a The student designed a
blueprint of a house with blueprint of a house with blueprint of a house with
the volume, perimeter, some of the measurements little to no measurements.
and area for all rooms. for volume, perimeter and The student omitted the
Each measurement is area. Most measurements conversion of
marked and converted in are converted in Metric measurements to their
Metric and U.S. and U.S. Customary units. blueprint. No estimation is
Customary units. Little, to no, estimation is used in the project.
Estimation is always used when calculating
used to get to the nearest results that aren’t whole
whole number, when numbers.
needed.
Presentation The student’s work is The student used pencil The student never used a
clean and free of any and a pen to complete pen or marker but only
erase marks and is done their blueprint. Some used a pencil. Sloppy erase
in pen/black marker. erase marks are present. marks are clearly seen. No
Lines are made straight Some lines are straight. A lines are straight. Most to
with rulers and it has the few of the measurements all measurements are
measurements clearly are illegible and unclear. illegible and unclear.
and neatly marked on
the blueprint.
Accuracy All measurements Some measurements are Almost all measurements
(Perimeter, Area, and calculated incorrectly in for Perimeter, Volume and
Volume) are calculated solving for Perimeter, Area are calculated
correctly. The student Volume and Area. The incorrectly. The student
uses the correct unit of units of measure don’t has completely omitted or
measure for a given always match the correct uses incorrect units of
measurement each time formula. Some measure on measurements.
for each room. All measurements are No measurements are
measurements are correctly converted into converted.
correctly converted into U.S. Customary and
U.S. Customary and Metric units.
Metric measurement.

Score: _______/15

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp

Understanding by Design

Unit Cover Page

Unit Title: “V” is for Virginia Grade Levels: 5th Grade

Topic/Subject Areas: VS.2—Virginia: The Physical Geography and Native Peoples

Key Words: Virginia, Coastal Plain, Chesapeake Bay, state, Blue Ridge Mountains,
Valley and Ridge, Appalachian Plateau, Piedmont, history, Rappahannock River, Lake
Drummond, Dismal Swamp, Indian, American, Algonquian, Siouan, Iroquoian, James
River, York River, Potomac River, native, people

Designed By: Tiffany Crisp Time Frame: 2-week unit

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

Brief Summary of Unit:

This unit will aim to enlighten about the geography of Virginia and the people groups
who occupied the land at the discovery stage. It will outline the specific physical
geography of land and water features. The main features of the land will be
highlighted: Coastal Plains, Piedmont, Blue Ridge Mountains, Valley and Ridge,
Appalachian Plateau, Atlantic Ocean, Chesapeake Bay, James River, York River,
Potomac River, Rappahannock River, Lake Drummond, Dismal Swamp. In addition, it
will also cover the three prominent American Indian Language groups and where they
were located in early Virginia history.

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) 8

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp

STAGE 1 – DESIRED RESULTS

Unit Title: “V” is for Virginia

Established Goals:

Virginia Studies-
Virginia: The Physical Geography and Native Peoples
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past
and present, of Virginia by
a) locating Virginia and its bordering states on (Virginia Department of Education) 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 and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;

(Virginia Department of Education, 2008)

Understandings: Essential Questions:

o Students will understand that the people of
early Virginia greatly depended upon
specific land and water features to live.
o Students will understand that the location
of the natives of early Virginia separated
by language.
o Students will understand that Virginia has
a very diverse landscape which includes
swamps, rivers, plateaus, mountains,
valleys, plains, lakes, and oceans.
o Why were water features important to
early Virginians?
o How did the physical landscape effect the
native peoples?
o How do you think the physical landscape
affected Virginia’s people?
o Why does understanding the landscape
matter?

Students will know: Students will be able to:

o Students will know that Virginia is located
on the East Coast right above North
Carolina and below Maryland.
o Students will know that the main land
features (“Virginia’s Coastal Plain
(Tidewater), Piedmont, Blue Ridge
o Students will be able to locate Virginia on
a map.
o Students will be able to find and discuss
the significant land features of early
Virginia.

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp
Mountains, Valley and Ridge, and o Students will be able to find and discuss
Appalachian Plateau”) of Virginia. the significant water features of early
(Virginia Department of Education, 2008) Virginia.
o Students will know that early Virginia o Students will be able to describe the three
contained key sources of water such as the language peoples of early American
Atlantic Ocean, Chesapeake Bay, James Indians in newly the established Virginia.
River, York River, Potomac River, o Students will be able to locate each
Rappahannock River, and Lake language group on a map of Virginia.
Drummond and the Dismal Swamp.
o Students will know the importance of the
water features to early Virginia.
o Students will know that there were three
language groups of the American Indians
located around Virginia’s land:
Algonquian, Siouan, Iroquoian.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 Final Project (GRASP): Students will  5 Question Quiz- Identifying significant

create a topographical map of Virginia’s water features
rivers, landmarks, and historical sites. The  Journal Response- Answer essential
student will be creating this map for question: “Why do you think there were
themselves because they have a deep love three different language groups in one
for the history of Virginia and for space—Virginia?”
travelling. The features students will be  Discussion: 4 person groups—each
marking are Virginia’s Coastal Plain student tell the group something they’ve
(Tidewater), Piedmont, Blue Ridge learned and something they’re confused
Mountains, Valley and Ridge, about.
Appalachian Plateau, Atlantic Ocean,
Chesapeake Bay, James River, York
River, Potomac River, Rappahannock
River, Lake Drummond, the Dismal
Swamp, the Algonquian settlement, the
Siouan settlement, and the Iroquoian
settlement. The students need to make this
map very detailed to ensure they are
prepared for their trip. It would be terrible
if they got lost on the way.
 Students will pick a feature in Virginia
and do a 5 minute presentation on it in
front of the class. Their goal is to inform
the class about all the details, unique facts
and important information of the feature
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10
Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp
assigned to them. The report must have
pictures and information from the
textbook and one online source.

Student Self-Assessment and Reflection

 Think-Pair-Share
 Journal entry (What have you learned? What was one takeaway from the unit?)
 Exit Tickets
 Teach a Friend (Can students pair up and briefly reteach what was taught that day about
water/land features?)

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. States Activity- All students will write down where they are from and anyone who says something
other than Virginia, the teacher will try to have her students guess who came from what place.
2. Locate Virginia- Students will have a variety of state shapes puzzle pieces and their job is to
identify which one is Virginia.
3. East Coast States- A worksheet with a plain map of the eastern United States. The students will
have to correctly identify Virginia and the states that border it: North Carolina, West Virginia,
Tennessee, Kentucky, Maryland.
4. State Exit Ticket- Calling on people “popcorn” style to see if they can identify the state of the
teacher’s choosing.
5. Regions of Virginia Song- The song explains the order of the five geographic regions and a small
amount of information about each region (Mulreany, 2011).
6. Group Presentations- There are 5 students per group and each student researches their assigned
region and the group presents their finding to the class.
7. 5 Regions Study Guide- Students will create a 2 column, 5 row study guide with pictures of each
region in the first column and correlating information about each region in the adjacent box (Jen,
n.d.).
8. 5 Regions Quiz- Fill-in-the-blank quiz requiring the labeling of the 5 main geographic land regions
and open-ended responses to details about the area.
9. Library Information Hunt- Students are brought to the library to search for information on all the
main water features: Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp. They will record their findings on
a notebook sheet of paper.
10. Water Feature Sort- Computer activity where students are given a list of the bodies of water.
Their job is to match the body of water with its correct description (Coleman, n.d.)
11. Virginia’s Water Features Dice Review- Students roll 2 dice and the number it adds up to is the
question box you answer—answer correctly the first time and receive points 10 points. First person to
complete all squares with the highest score wins (Alyssa, n.d.).
12. Water Features Quiz- Students will be with the same partner they had for the dice review game
and they will take a quiz together to test understanding.

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp
13. K-W-L Chart- Students will be given a chart where they write what they know, what they want
to know, and what they learned.
14. Virginia Indians Tribes Video: Video of American Indians of Virginia to introduce the natives
of early Virginia (Virginia Department of Education, 2016).
15. Think, Pair, Share- Think about 5 things you didn’t know prior to the video and share it with
your partner.
16. Fill-in-the-blank Notes: American Indians: Notes sheet with blanks all over it. The students will
follow along and fill-in the notes needed (Alyssa, n.d.).
17. American Indian Language Groups in Virginia Cut and Paste- Students will cut and paste the
people group, language group and region of each of the three tribes: Algonquian, Siouan, Iroquoian
(Teachers Pay Teachers, n.d.).
18. Journal Response- Each person will be asked to answer the question, “What was one new thing
that you learned today about the American Indians?” in their journals.
19. Flashcards- Students make flashcards will all the information learned from the unit to study with
and have to reference.
20. Jeopardy- Students plays a jeopardy game where the teacher breaks everyone into groups and
students try to get the most correct.
21. GRASP Map- Topological map final project combining all standards into one cohesive learning
project for students to demonstrate what they’ve learned.

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

States Activity (1)
Locate Virginia (2)
East Coast States (3)
Regions of Virginia Song
(5)
Group Presentations (6)
5 Regions Study Guide (7) Library Information Hunt Virginia’s Water Features
(9) Dice Review (11)
5 Regions Quiz (8)
Water Feature Sort (10) Water Features Location
Quiz (12)

States Exit Ticket (4)

6. 7. 8. 9. 10.

K-W-L Chart (13) Think, Pair, Share (15) American Indians Group Flashcards (19) GRASP Map (21)
Cut and Paste (17)
Virginia Indian Tribes Fill-in-the-Blank Notes Jeopardy (20)
Video (14) (16) Journal Response (18)

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp

References
Alyssa. (n.d.). Virginia Studies Study Guides and Review Worksheets Bundle. Retrieved from Teachers Pay Teachers:
https://www.teacherspayteachers.com/Product/Virginia-Studies-Study-Guides-and-Review-Worksheets-Bundle-1754424
Candler, L. (n.d.). Measurement Foldable (FREE). Retrieved from Teachers Pay Teachers:
https://www.teacherspayteachers.com/Product/Measurement-Foldable-FREE-533693
Coleman. (n.d.). Virginia Water Features Drag and Drop. Retrieved from Teachers Pay Teachers:
https://www.teacherspayteachers.com/Product/Virginia-Water-Features-Drag-and-Drop-Virginia-Studies-2649654
D Math. (n.d.). Area, Perimeter, & Volume Sort. Retrieved from Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Area-
Perimeter-Volume-Sort-584070
Hicks, A. (n.d.). Real World Volume Problems. Retrieved from Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Real-
World-Volume-Problems-723169
Jen. (n.d.). Virginia Studies SOL Review Packet. Retrieved from Teachers Pay Teachers:
https://www.teacherspayteachers.com/Product/Virginia-Studies-SOL-Review-Packet-Combined-492125
Jo, K. (n.d.). Retrieved from Pinterest: https://i.pinimg.com/originals/87/97/c9/8797c95208acc464fe5a69d71ba11cd0.jpg
Lynette, R. (n.d.). Measurement. Retrieved from Teachers Pay Teachers: https://www.teacherspayteachers.com/Product/Measurement-
216412
Mathantics. (2014, May 12). Math Antics- Area. Retrieved from YouTube: https://www.youtube.com/watch?v=xCdxURXMdFY
Mathantics. (2014, February 10). Math Antics- Perimeter. Retrieved from YouTube: https://www.youtube.com/watch?v=AAY1bsazcgM
Measuring 3 Dimensions. (2012, July 6). Retrieved from Relentlessly Fun, Deceptively Educational:
http://deceptivelyeducational.blogspot.com/2012/07/measuring-3-dimensions.html
Mulreany. (2011, September 28). Regions of Virginia Song. Retrieved from YouTube: https://www.youtube.com/watch?v=cOlvK2S0m_I
Quinnessential Lessons. (n.d.). Investigating Volume Worksheet. Retrieved from Teachers Pay Teachers:
https://www.teacherspayteachers.com/Product/Investigating-Volume-Worksheet-5MD3-Freebie-1227202

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

Design Topic: Virginia Subject: VA Studies—VS.2 Grade: 5th Designer: Tiffany Crisp
Scholastic. (2016, September 20). Converting Metric and Customary Units. Retrieved from YouTube:
https://www.youtube.com/watch?v=CKD1ei-Yfbs
Teachers Pay Teachers. (n.d.). Native Americans: American Indian Language Groups in Virginia Cut and Paste. Retrieved from Teachers
Pay Teachers: https://www.teacherspayteachers.com/Product/Native-Americans-American-Indian-Language-Groups-in-Virginia-Cut-
and-Paste-1556356
Virginia Department of Education. (2008, January). History and Social Science Standards of Learning for Virginia Public Schools. Retrieved
from Virginia Department of Education: http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
Virginia Department of Education. (2009, February). Mathematical Standards of Learning for Virginia Public Schools. Retrieved from
Virginia Department of Education: http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml
Virginia Department of Education. (n.d.). The Virginia Indians: Meet the Tribes. Retrieved from YouTube:
https://www.youtube.com/watch?v=lqGOhyIear0
Wendy. (n.d.). Area and Perimeter. Retrieved October 9, 2017, from ProTeacher Collection:
http://www.proteacher.org/c/321_Area_and_perimeter.html

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