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Marisol Terrones p.

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September 25, 2015
Math 2304

Title: Building our Prism


Concept: Volume
Lesson Overview:
As a class we have already gone through the unit of area, two-dimensional figures, three-
dimensional figures and briefly introduced the unit of volume. With this lesson plan we will
review the concepts of volume and then students will engage with an activity that consists of
finding the volume of a 3D figure. This math activity includes making a cube, decorating it, and
as a class we would make one rectangular prism consisting of the cubes that the students have
made. Students will realize that the volume of the figure is made of cubes that have a dimension
of 1 unit by 1 unit by 1 unit making the product of the volume, cubic units. Students will start off
the lesson by watching a very short video about volume. After the video, students will be given
instructions on the assignment and, be shown the final model of what they will be making. Each
student will be given a handout to make a cube. Students will express creativity by coloring their
own cubes. Once everyone has finished, as a class we will then discuss the purpose of the cube
and how it ties in with volume. Depending on the number of students in the class, we will make
our own rectangular prism and calculate the volume. Students will use their cubes that they have
constructed in the class to make a rectangular prism. Students will not only see the figure but
also recognize the height, length, and width needed to find the volume of the figure. We will see
that it is a three dimensional figure and the cubes show that volume is measured in cubic units.
Students will then work on two volume problems independently to check for understanding.
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Grade Level: Grade 5

Standards: Geometry and measurement. The student applies mathematical process standards to
understand, recognize, and quantify volume. The student is expected to:
(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of
volume and the volume of a three-dimensional figure as the number of unit cubes (n
cubic units) needed to fill it with no gaps or overlaps if possible; and [TEKS 5.6. A]

(B) determine the volume of a rectangular prism with whole number side lengths in
problems related to the number of layers times the number of unit cubes in the area of
the base.[TEKS 5.6.B]

General Goals: By the end of the lesson students will have a better understanding of the
concepts of volume as well as being able find the volume of the given figure. Students will meet
state standards by finding the volume and understanding cubic units. Students can use different
strategies to find the volume.

Objectives:
Students will identify concepts of volume which include length, width, and height.
[TEKS 5.6.A]
Students will find the volume of a prism as a class. [TEKS 5.6.B]
Students will use to cube to understand the meaning of cubic units. [TEKS 5.6.A]

Materials Needed:
-Cube handouts -Table
-Internet Access -Scissors
-Markers/Colors -Volume Worksheet
-Tape

Step-by-Step Procedures

Anticipatory Set:
1. Watch the Video, Volume for Grade 5
a. https://www.youtube.com/watch?v=aUxQ4p7CZ9Q
2. Talk briefly about the video.

a. What is a 2D and 3D figure?

b. Review the meaning of cubic units.

3. Begin to discuss the class assignment.

Begin Lesson:
p. 3

1. Show the worksheet that has the outline of the cube and the final model of what the
cube should look like.
2. Pass out the worksheet which includes the outline of the cube.

3. Have students color and cut out the outline of the cube.

4. After doing this, students will then tape the edges of the paper which will make the
three dimensional cube.

5. I would then place a table in front of the class and now as a class we will make a
rectangular prism made of their cubes.

6. After constructing the prism, all students would sit back in seats. A worksheet will be
passed out. With this worksheet students will write down the length, width, height and
find out the volume for the figure that we have made.

7. This worksheet will be done as a class.

8. Students will work on two volume problems independently and turn it in.

Independent Practice:
In this activity, students will not only be able to determine the length, height and width of a three
dimensional shape but also know what the meaning of cubic units means. After doing this class
activity, students will be given independent practice consisting of finding the volume as well as
identifying the length, width and height of a figure. This will not only be independent practice
but this also allows for a check of understanding from the students.

Possible misunderstandings:
Students may misunderstand the difference between 2D and 3D figures. The video in the
anticipatory set will it clear and give example of both. As a class we will also discuss the
difference of both and as well as have examples in front of the classroom.

Students may misunderstand the labeling of components of a 3D figure. Such as where


are the length, width, and height. We can review these concepts with the rectangular
prism we made in class as well as notes with the proper labeling that they can refer back
too.
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Students may misunderstand what the units or what cubic units means. This can be
explained by telling students that this stands for the components of volume. Length,
width, height are the three parts that let us find volume and it also stands for a three
dimensional figure. While doing the class activity we can discuss and take notes on the
meaning of cubic units.

Closure:
p. 4

At the end of the lesson, students will have gained a new perspective of volume and cubic units.
This math activity got everyone involved. Students can now find the volume and label the figure
that includes the height, length and width.
As I reflect on the lesson, I have realized that getting students involved makes math
exciting and fun. It can encourage others to think outside the box. Students can misunderstand
some concepts, but different activities can change the perspective from misunderstanding to
understanding.

Assessment Based on the Standards:


Students can demonstrate their understanding with the two volume problems given at the end of
the lesson. From here the students independent work will be graded to indicate where there may
be misunderstandings and what should be reviewed again.
p. 5

CUBE OUTLINE
p. 6

Name: ______________________________________ Date ___________________

Class Rectangular Prism


Questions
1. What is the measurement of the height of the rectangular prism?

2. What is the measurement of the width of the rectangular prism?

3. What is the measurement of the length of the rectangular prism?

Finding the Volume


What is the formula for volume?

Find the volume of the rectangular prism that we made in class. Show your work.
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Name___________________________________________ Date_______________________

1.
7 cm

3 cm
9 cm

a.What is the width of the prism?

b.What is the length of the prism?

c.What is the height of the prism?

d.What is the total volume of the prism? Show your work.

2.
5 in

2 in
10 in
p. 8

a.What is the width of the prism?

b.What is the length of the prism?

c.What is the height of the prism?

d.What is the total volume of the prism? Show your work.

Name_________ANSWER SHEET____________________ Date_______________________

1.
7 cm

3 cm
9 cm

a.What is the width of the prism?


3 cm

b.What is the length of the prism?


9 cm

c.What is the height of the prism?


7 cm

d.What is the total volume of the prism? Show your work.

LxWxH 9x3x7= 189cm 3

2.
5 in

2 in
10 in
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a.What is the width of the prism?


2 in

b.What is the length of the prism?


10 in

c.What is the height of the prism?


5 in

d.What is the total volume of the prism? Show your work.


LxWxH 10x2x5= 100in3