Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Carlos Trotty Lesson # 4 Subject/Grade: Geometry/ 5th Grade Date and Time of Lesson: 4/2/14 3:00PM Learning Objective: 5th graders should be able to measure volumes by counting unit cubes, suing cubic cm, cubic in, cubic feet, and improvised units. Alignment with Standards: Common Core: 5.MD.4 Measure volumes by counting unit cubes, suing cubic cm, cubic in, cubic feet, and improvised units. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Before the lesson, I would have students identify what square units are and what cubic units are from examples that I would have on the board. I would also have them give me some examples of each. During the lesson, students will be building rectangular prisms, so they will be assessed by how well they stay on task and their ability to find the volume. After the lesson, students will be assessed by discussion of the lesson and a homework assignment. Use of Formative Assessment After we have finished the chapter, the students will be given a test to see their areas of weakness and where they were strong. My goal is to make sure each student knows what volume is, the units used to measure volume, and different ways to measure volume.

Student will be able to measure volumes by counting unit cubes, suing cubic cm, cubic in, cubic feet, and improvised units.

Accommodations: For my ELL learners, I will have more visuals of prisms that have the different sides labeled with length, width, and height. Materials: Pencil, paper, Smartboard, centimeter cubes, math notebook Procedures: 1. Take out your math notebooks. 2. Yesterday I went to the ice cream shop downtown. There were so many different flavors of ice cream, that I had a hard time choosing which one I wanted. I asked the lady at the register, what is the most popular flavor you have? The lady answered, In the last hour, 40 out of 50 people have gotten superman. The rest of the people had gotten vanilla. NCTM 4 3. My question to you is what fraction of the people preferred vanilla and what fraction of the people preferred superman? Attending to precision: have students explain how to test their solution to see if

Lander University Teacher Education Lesson Plan Template

Rev. 2013

it answers the problem. NCTM 1,2,3,5 4. Today class we will be learning how to measure the volume of prisms. 5. Write in your notebook the word volume and that it is the amount of space inside a three-dimensional figure that centimeter cubes can help you find the volume of a prism. NCTM 5 6. Introduce unit cube: a cube with a side length of one unit. Draw an example in your notebook. A unit cube has a volume of 1 cubic unit or 1 unit3. A cubit unit is a unit for measuring volume. NCTM 5 7. Write 36 units2 and 36 units 3 on the board for students to see and have them tell which is cubic units and why. NCTM 2,3 8. Now I will distribute a bucket of cubic centimeter cubes to each group. Students will build their own prisms based on this table. There will be 11 groups of 2. NCTM 1,2,3,5 Prism Length (cm) Width (cm) Height (cm) Number of Volume (cubic cubes cm) A 1 2 1 2 2 B 2 2 1 4 4 C 3 2 2 12 12 D 4 2 2 16 16 9. While they are building, I will be walking around and monitoring their building process. 10. After students complete their 4 prisms, ask them how many centimeter cubes did you use to build prism A= 2. B=4. C=12 D= 16. NCTM 1,5 11. What is the volume of prism A=2 B=4 C=12 D=16. So therefore the amount of centimeters cubes used= the volume in cubic centimeters. DO NOT FORGET TO PUT YOUR UNITS. NCTM 1,2,3,5 12. Now we are going to build the rectangular prism that is shown in your book. In your math notebook, complete a table for each layer. NCTM 1,4,5 13. How many cubes were used to build the prism?=48 NCTM 2,4,5 14. What is the volume? =48cm3 15. Ok now that we know one way to get the volume is by counting centimeter cubes, but another way is applying the formula V=lwh. Write that in your math notebook. L=length how long it is, w=width how wide it is, h=height how tall it is. NCTM 5 16. What pattern do you see in the table between the length, width, height and volume of each prism? a. The product of lwh= the volume. NCTM 1-5 17. Use your formula to find the volume of the prism at the right. Check your answer by counting the number of cubes. 24 cm3 NCTM 1,2,5 18. While in your pairs, work on the practice it problems in your math workbook, Model each with the centimeter cubes as needed. NCTM 1,2,3,5 19. What shape is the base of the prism? =rectangle NCTM 3 20. Turn and talk to your partner and tell them how you would find are of the base of the prism. = Multiply the length times the width. NCTM 2,3 21. Find the volume of the above(in their math workbook) prism by multiplying the area of the base by the height. Check your solution by counting the centimeter cubes. NCTM 1,2,5 22. Valerie knows that the volume of a prism is 36 cubic units. She knows the length of the prism is 4 units and the width is 3 units. What is the height of the prism? = 3 units. NCTM 1,5 a. How do you know this? 23. Discussion: What are the different ways you can find the volume of a rectangular prism without using models?= Multiply lwh or multiply the area of the base times the height. NCTM 2,3,4,5 Activity Analysis: This activity of having the students build the different prisms is engaging and hands on. Students also get to

Lander University Teacher Education Lesson Plan Template

Rev. 2013

work in pairs and cooperate in order to make each prism. This is a great activity for my ELL learners, because it provides hands on visual for them. They will actually create the object, so they can see what all goes into it.

References: Mcgraw-Hill My Math Grade 5 Volume 2, Carlos Trotty