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# Lesson #

11

Volume Continued

Teach
er
Date
Time

Unit/Stra
nd

Measurement

Ria Beekman
March 30 15
~40 min
5

CURRICULUM OUTCOMES
GLO:
SLO:

## Use direct and indirect measurement to solve problems.

(3. Demonstrate an understanding of measuring length (mm) by:
Selecting and justifying referents for the unit (mm)
Modelling and describing the relationship between mm and cm units, and between mm
and m units. [C, CN, ME, PS, R, V])
4. Demonstrate an understanding of volume by:

## Measuring and recording volume (cm3 or m3)

Constructing right rectangular prisms for a given volume. [C, CN, ME, PS, R, V]

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Know what volume is
2. Know how to calculate the volume of a certain object using building blocks

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

## What is volume? If the base of my shape has a volume of 3 block

and its height is 5 what would the volume of my rectangular prism
be?
Building block prisms; Questions/worksheet

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Math 5
Pinterest

MATERIALS AND
EQUIPMENT
Smart board slides
Building blocks; spinners; dice
Worksheets (differentiated)

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Organizer/Agenda
Transition to Body

Introduction
Lets be ready to start in 5!
- Review length.
- Review definition of volume. (The amount of
space a shape takes up.)
Prepare smart board slides.
Take the building blocks to class.
Today we will be doing a quick review of length
and volume and then well continue our game
from last class. Someone asked if I would give
them DoJo points for the game I cant do that
but if we all participate we could earn some

Time
1 min

2
points!
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3

Body
Quick review of length:
- How many mm in a cm?
- How many mm in a meter? How many cm in
a meter?
- Extra: How many mm in a kilometer?
1,000,000
A: Everyone should have an answer to these
questions by now and so I will observe whether
everyone is stating the correct measurements.
D: Some of the students enjoy finding the
equivalent lengths of units of measurement such
as km and so Ill throw in a question relating to
that to extend their thinking skills. For example,
how many mm in a km and how many mm in two
km. How many cm in a km? (100 cm = 1 m; 1000
m = 1 km; so 100, 000 cm = 1 km)
Building blocks activity:
- Students will work in pairs for this activity.
- Each pair will receive a spinner, a die and
- Each student will take a turn spinning the
spinner, rolling the die and building the
prism. Students will then calculate the
volume of their shapes and find out who has
the larger volume. The student with the
larger volume gets a point.
- Have students record their volumes and
their points.
A: Observe students throughout the activity. Are
students finding the volume correctly? By having
students work in pairs they should be double
checking whether their partner found the volume
correctly. Ill come around to each group and
check in with individuals.
D: Some students might not need to build the
entire structure to be able to find the volume of it.
This visual aspect of the lesson will allow students
to visualize what it means to find the volume of
certain items.
Questions:
- If students have not completed their green
worksheet relating to length they should do
this first.
- Page 271-272 # 2, 3, 4, 6
- Finished?
o Khan Academy Volume videos and

Time

5 min

20 min

10-13
min

Assessments/
Differentiation

CLOSURE:
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students

Transition To Next
Lesson
What went well?
What changes
would you make in
What have you
learned to improve
upon future
instruction?

quizzes
A: Collect the green worksheets and check
students work. Provide descriptive feedback.
(Review common misconceptions in the next
lesson.)
D: Help individual students if necessary. Those
who have finished their green sheet and volume
questions may go onto Khan Academy where they
can watch volume videos and complete volume
worksheets.
Thanks for participating today! Tomorrow well
Closure
Collect worksheets when completed.
Observe students throughout the lesson and have
conversations with individual students.
Ask students whether they know what volume is.
Ask students what they are having a hard time
with so that we can start the next lesson with it.
Provide students with descriptive feedback on
their worksheets and assist students throughout
the lesson. Some students may need a quick oneon-one mini-lesson to increase their
understanding.
If everything around your desk is cleaned up I will
be dismissing you.
Reflections

1 min
Time

## Game worked well! Hands on activities are great ways to

learn for this class. Modelling the activities before starting
clarified the expectations/rules.