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Math

Lesson – 5th Grade

Using the Volume Formula – Volume of Rectangular Prisms


Elements of the Lesson Evidence that Documents the Elements
I. Standard CCSS.MATH.CONTENT.5.MD.C.3
District curriculum guidelines, MDE Recognize volume as an attribute of solid figures and understand concepts of volume
core curriculum, or CCSS measurement.

CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
CCSS.MATH.CONTENT.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
CCSS.MATH.CONTENT.5.MD.C.5.A
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit
cubes, and show that the volume is the same as would be found by multiplying the edge lengths,
equivalently by multiplying the height by the area of the base. Represent threefold whole-number
products as volumes, e.g., to represent the associative property of multiplication.
II. Objectives/Targets and I can I can write a formula to find the volume of a rectangular prism.
statements I can find an unknown edge.
What am I going to teach?
What will the students be able to do at
At the end of the lesson, student should know and be able to write the formula for the volume of a
the end of the lesson?
What formative assessments are used to rectangular prism. Formative assessments will be used to inform my instruction; when I see their
inform my instruction? answers on whiteboards or hear them talking, I can decide if I need to model more problems or
What challenges might students clarify misconceptions.
encounter?
Why is this concept/target important?
Students may encounter the challenge of finding an unknown side where they have to use
mathematics operations to move the unknown variable to one side of the equation.
III. Lesson Management: Focus and I will use a call to attention to bring the group together, “Give Me 5, 5, 4, 3, 2, 1.” I will also use wait
Organization time to assure that the students are listening.
What positive strategies, techniques and
tools will I use?
I will see students engaged with working in their groups to record their answers on whiteboards.
What on task, active and focused
Math Lesson – 5th Grade

student behavior will I see?


IV. Introduction: Creating Excitement We will write our “I Can” statements in our Math journals.
and Focus for the Lesson Target
What will I do to generate interest?
How will I access prior knowledge?
What will I have students
practice/review?
V. Input: Setting up the Lesson for The learner needs to know how to multiply. This is tricky for a select few of our students, but I will
Student Success work with them using strategies to aid their multiplication.
The lesson is scaffolded with the gradual release model. The lesson has also been scaffolded over
Task analysis:
the past several lessons as we have been exploring volume and different ways of thinking about it
• What information does the
learner need? If needed how will for several days.
it be provided?
• How is the lesson scaffolded? Remembering:
Higher Level Thinking: Questions to How do you find the area of a rectangle?
engage students’ thinking How do you find the volume of a rectangular prism?
• Remembering
Applying:
• Understanding
• Applying What is the volume of a cube where one side has a length of 3 centimeters? Write the answer on
• Analyzing your whiteboard.
• Evaluating What is the formula for the volume of this rectangular prism?
• Creating What is the unknown side length for this rectangular prism?
Write the numerical expression for the volume.
Webb’s Depth of Knowledge
Calculate the volume.
• Recall/Reproduction
• Skills/Concept Analyzing:
• Strategic Thinking How is finding volume different than finding area?
• Extended Thinking Creating:
Accommodations: Differentiating to Write a formula to find the volume for any rectangular prism.
meet students’ needs
• Remediation/Intervention
Students who are struggling will be offered more guidance from the teacher. I usually sit down next
• Extension/enrichment
Methods, Materials and Integrated to them and work through problems together. We have one student who is hearing impaired and
Technology has an interpreter that assists her. I will photocopy my notes for her before the lesson so she does
Math Lesson – 5th Grade

• Instructional techniques not have to look at her interpreter and write notes at the same time.
• Engagement strategies
• Materials and Integrated Students who need a challenge can come up with their own problems to solve or start thinking
Technology list
about how to find the volume of a different type of prism.


Using whiteboards and group work is a highly-effective engagement strategy for this group during
Math instruction.

Materials:
-Math journals
-Math hardcover textbooks
-Math homework books
-Whiteboards
-Dry erase markers
-Erasers
-Exit Ticket printouts
-Document Camera
-Projector
VI. Modeling: I Do I do #1: Page 261, #7. I will model for the students how to find the volume of a cube and the
SHOW/TELL (Visual/Verbal Input) generalize that to find a formula that works for the volume of any cube.
What will I show/demonstrate for

students? What will I tell them?
HOW/WHAT (Questioning and I do #2: Pg. 262 #11. I will model for students how to find an unknown side if given two sides and
redirecting) the volume of a rectangular prism. I will write an equation using V=lwh and the given information. I
How to do as well as What to do will then model the necessary steps to get the unknown variable on one side and solve.
VII. Checking for Understanding Check #1: What is the volume of a cube where one side has a length of 3 centimeters? Write the
Samples of questions to be asked answer on your whiteboard.
Ways in which students will respond and

be engaged
Formative assessment strategies to be Check #2: Pg. 261 #4 on whiteboards with groups.
implemented
Each time the students do a problem on the whiteboards, it is a check for understanding and helps
Math Lesson – 5th Grade

me to formatively assess their understanding. I will also be walking around during these times to
listen to their conversations.
VIII. Guided Practice: We Do We Do #1: Pg. 261 #2, 3, 5. Walk students through the steps to find a formula and find it.
What do the teacher and student do
together?
We Do #2: Pg. 261 #7. Draw a diagram showing what we know. Write out V=l*w*h. Substitute in
How will a gradual release of
responsibility be accomplished? values we know. Get the variable to one side. Solve. Write the unit.
IX. Collaborative (You Do Together) Pg. 262 #2 on whiteboards with groups.
and/or Independent Practice (You Do)
What practices will be demonstrated?
X. Closure Read the “I can” statements again.
How will the ‘I can’ statement(s) be Read and distribute exit tickets, tying to “I can” statements.
reviewed?

How will students be involved?
What connections to future learning will Do #1 of homework to show what the problems are asking them to do.
occur?
XI. Assessment The exit ticket, which has two questions, will show if the students met the learning target.
What evidence supports that the
target(s)/objective(s) were met?
My students should be able to tell and use the volume formula for a rectangular prism. They should
What do my students know, understand
and are able to do now? be able to use this formula to find an unknown side of a rectangular prism.
What formative assessments will be
used to inform instruction? The whiteboard checks and circulating during check for understanding and collaborative helps me
to informally formatively assess.

The exit tickets are a formal way to formatively assess.

I will also formatively assess as I help them with their homework, as they have to work on it during
class. I will also formatively assess again when I look through their homework when they turn it in
the next day.

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