UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Meghan Neal
Volume Exploration
05/23/2016
5th

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Gina West
Math
70 minutes
Treen

1. State Standard(s): 5.MD.5c - Relate volume to the operations of multiplication and addition
and solve real world and mathematical problems involving volume. Recognize volume as
additive. Find volumes of solid figures composed of two non-overlapping right rectangular
prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real
world problems.
2. Teaching Model(s): Student Centered
3. Objective(s):
Students will be able to define the term volume.
Students will be able to demonstrate how unit cubes represent volume of an object.
4. Materials and Technology Resources:
Unit cubes
Volume Worksheet (front side only) 1 per student
Ready math book
5. Instructional Procedures:
a. Motivation/Engagement: Students get to explore volume by using unit cubes to figure
out the volume of a 3-D shape. We will first discuss the difference between a plane figure
(2-D) and a 3-D shape, and how area is different from Volume. Also go over units
squared vs. units cubed.
b Developmental Activities or Learning Experiences:
1. I will count students off by 3s. Then kids will get together in their groups. I will
give each group unit cubes and a worksheet.
2. SW use unit cubes to build the shapes they see on the worksheet. This will help
them understand what the volume is. (we are using the counting method here)

3. After Students are able to determine the volume, we will clean up and go back to
our seats. I will then give them the formula l x w x h.
4. We will then go over the worksheet WG in class and discuss how we could have
used the formula to make it go faster.
5. SW take out math notebooks. We will take brief notes on volume using the
counting method and the formula. I will write the definition of volume on the
board. I will also draw a cube with distinct unit cubes on the board. I will label the
L, W and H. Students should be writing everything I write.
6. Next we will turn to ch. 24/25 in Ready books. Students will pair up to over the
independent practice portion in the book.
c. Closure: S turn to someone and explain what volume is and one way you can find
volume.
d. Extension: we can move on to a more difficult problem that does not show the unit
cubes in the picture. Ch. 26/27 in Ready.
6. Accommodations, Modifications and Differentiations for Diverse Learners: Calvin, Chris V.,
Aliyah and Jayda can all meet at the back table with Mrs. Flores to have extra help and practice.
She will help read the problems and go through step by step with them.

7. Assessment and Evaluation of Learning:

a. Formative: Observations as students use the manipulatives and discuss the worksheet
at the end of the first activity.
b. Summative: the finished independent practice in ready books
8. Homework Assignment: Finish any problems from the independent practice portion of the day
in Ready book.
9. Reflection:
a. Strengths: The biggest strength in this lesson was my ability to backtrack. When I
noticed the kids were not getting it, I did not keep pushing forward. I made some
mistakes, but I kept redirecting the lesson so I was not wasting time. When I forgot to
hand out the cubes, I just apologized and handed them out late. When everyone was
multiplying wrong, I wasted no time. I moved right into a mini lesson about multiplying
three numbers and how exponents work. Although this was nowhere near a flawless

lesson, I was able to test the kids on volume two days later and overall the kids did well.
Granted, I did give a re-teach the following day.

b. Concerns: This lesson was not my favorite, mostly because I am not very strong with
my volume. I have always struggled with volume, so this lesson took a lot of effort. I had
practice to do beforehand. I also think it is such an abstract concept, so it can be difficult
to explain. Near the end, my mentor jumped in to help me out (save me!) because it was
obvious I was not getting through to the kids. When the kids went to specials, Gina even
gave me her own lesson to use, but I seemed to fail miserably at her lesson as well. We
used manipulatives, we took notes, I used the Ready book, but I just could not seem to
break through, and part of the reason is because the kids struggled A LOT with
multiplication. Even the kids who are good at math were multiplying wrong. When I
went backwards and taught a quick multiplication and exponents lesson that eased some
of the confusion. Using x^2 and x^3 was very difficult for my students.

c. Insights: The kids need the manipulatives first thing. I forgot to pass them out right
away and that caused some issues. And then when I thought I could let them loose
without the manipulatives, the kids were not getting it. They need the manipulatives
throughout the entire lesson. Day 1 is all building with unit cubes. Day 2 is when they
can be cut off from the unit cubes. Also, I need to make sure that the kids know how to
multiply three numbers before we move on to the formula. The main insight I took away
is realizing I need to have a good idea of prior knowledge before I give a lesson. Just

because it is end of fifth grade, some kids are still missing concepts they were supposed
to learn in third and fourth grade.