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Lesson 2
Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

5.MD.5b Apply the formula V= l x w x h for rectangular prisms to find volumes of right rectangular
prisms with whole-number edge lengths.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will use the length, width, and height of various rectangular prisms and apply the formula V =
l x w x h to find the volume.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

Students will explain how he/she found the volume of their dot paper-rectangular prism in one
sentence.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Teacher will record notes of student
thinking and areas of
competency/struggle during group work
Anecdotal Notes
as well as individual work. When needed,
teacher will verbally clarify with a student
his/her thinking.
Students will find the volume of various
rectangular prisms when given the
“Using the Volume Formula” worksheet dimensions (length, width, and height)
and the unit of measurement (cm., ft.,
yd., etc.)
Students will measure various boxes
using a ruler to find the length, width, and
height. Students will draw a model of
Recording sheet
their box and label the dimensions. Then,
students will apply the formula to find the
volume.
Prompt: Using dot paper, draw a
rectangular prism (any size you’d like!)
and label the length, width, and height.
Then, find the volume. Flip over the
Prompt w/ dot paper paper and explain how you found the
volume of the rectangular prism using the
sentence starters. Lastly, draw a new
rectangular prism with the same volume
as your first rectangular prism.
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ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

Prompt: Using dot paper, draw a rectangular prism (any size you’d like!) and label the length, width,
and height. Then, find the volume. Flip over the paper and explain how you found the volume of the
rectangular prism using the sentence starters. Lastly, draw a new rectangular prism with the same
volume as your first rectangular prism.
- Provide students with the sentence starters, “First I________. Then I ______. Lastly I
________.”

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

special supplies)
Volume chart
- New addition: volume formula
Vocabulary chart
Volume Model
Handouts-
- “Using the Volume Formula” worksheet (Teaching to Inspire, Jennifer Findley, 2017)
- Recording sheet
Computer
Cubes Interactive Activity
- https://illuminations.nctm.org/Activity.aspx?id=4095
Boxes (rectangular prisms) of various sizes
- each box will be labeled with a number (to check for student accuracy when reviewing their
recording sheet handout)
Rulers
½ sheets of Isometric dot paper

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (15 min.):

● On the overhead projector, show students a large rectangular prism (volume greater than 100 cubic
units) and tell students that our objective is to find the volume of the model. Ask students how they
would feel about counting each unit cube to find the volume. Tell students that there is another,
easier, way to determine the volume of a rectangular prism.
● Ask students to work in their small group to see if they can determine a way to find the volume of the
model. Scaffold students by having them look at the different layers of the model. How do we
determine the volume of one single layer (answer: a layer is the area [length x width]). Ask students
how we can find the volume of the entire model by knowing a single layer. Ask students if they know
the volume of one layer, how can they use that knowledge to find the volume of all of the layers
(answer: multiply the layer by the amount of layers). Use group responses and class discussion to
lead to the formula V= l x w x h.
● Add the formula to the volume poster. Write the learning objective on the board and read it to the
class; “Students will use the length, width, and height of various rectangular prisms and apply the
formula (V = l x w x h) to find the volume.”

Body of the Lesson (30 minutes):

● Pass out the “Using the Volume Formula” worksheet. Complete the first problem as a class.
Call on students to explain step-by-step what to do to find the volume. Once problem 1 is
completed, have students work on the worksheet individually.
- As students are working, pull the struggling students identified in Lesson 1 for a small-group
reteach activity which will address the conceptual understanding of volume.
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- For students who are struggling with academic language, provide a handout of vocabulary
terms (same as listed on vocabulary chart) for students to keep on their desk.
- As part of this reteach activity, show students the Cubes Interactive Activity on NCTM
Illuminations and allow students the opportunity to play with the interactive activity; have
students practice filling up the rectangular prism with unit cubes, building layers, and using the
formula to solve for the volume
● Once the reteach activity is completed, take anecdotal notes of student work on the “Using the
Volume Formula” worksheet. Pay attention to
- students ordering the dimensions (length x width x height)
- students multiplication of the dimensions
- students labeling of their volume (units³, in.³, etc.)
- Address student struggles immediately, or address one-on-one during the next activity.
● Once finished, have group members compare answers and discuss how they solved each
problem.
- Instruct students to have one student explain how they solved the problem, ask their group
members for a thumbs up if they solved it the same way and got the same answer. If the group
members did not get the same answer, have them work through the problem together. After,
have a new group member explain the next problem until all problems have been discussed.
- Monitor group work by observing student discussion, clarifying misconceptions, and posing
questions.
● Pass out boxes and rulers to each table, and a recording sheet for each student. Instruct students to
measure the boxes and use the formula to determine the volumes of the various boxes. Highlight the
different in box sizes and tell students to choose the most efficient unit of measurement (centimeters,
inches, etc.). Allow students to move around to different tables.
- For exceptional learners, guide students towards making the connection between volume=
length x width x height, and volume= base x height. Explain to students that both formulas
represent volume, but are expressed in two different ways. Give those students the option to
solve volume problems using either formula.
- Work one-on-one with the struggling students identified during the “Using the Volume
Formula” worksheet to address any misconceptions and misunderstandings.
● Monitor student progression by working with individuals and asking questions to help students explain
their thinking.
- Scaffold students who are having trouble by referring to the volume and/or vocabulary poster.
- Partake in a “I do, we do, you do” model for struggling students. First, model how to find the
volume by verbalizing the steps and solving it. Next, work together with the student to
determine the volume. Lastly, have the student complete the problem individually; provide
assistance if need be.
Closure (10 minutes):
● After the allotted time, have students submit their recording sheet. Call on a student volunteer to
explain the new way to find the volume of a rectangular prism. Ask students to show a thumb up if
they prefer to use the formula to find the volume, today’s learning objective, compared to yesterday’s
learning objective of counting out each individual unit cube to find the volume. Discuss why this
formula is efficient in certain situations (example: it is more efficient when finding the volume of large
rectangular prisms)
● Display the prompt on the overhead projector and read the prompt aloud to students.
- Prompt: Using dot paper, draw a rectangular prism (any size you’d like!) and label the length,
width, and height. Then, find the volume. Flip over the paper and explain how you found the
volume of the rectangular prism. Lastly, draw a new rectangular prism with the same volume
as your first rectangular prism.
- Provide students with the sentence starters, “First I________. Then I ______. Lastly I
________.”
- For struggling students, give them the opportunity to build their rectangular prism using unit
cubes prior as a model for their drawing on dot paper.
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● Have students show a thumb up if they understand what the prompt is asking. Pass out ½ sheet of
dot paper and have students complete the prompt. Collect when finished.

Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
- Students will measure various rectangular prisms to determines its length, width, and height,
and then apply the formula V= l x w x h to determine the volume of the rectangular prism.

2. Language Function:
Explain

3. Language Demands:
Vocabulary: rectangular prism, cubic unit, volume, length, width, height
Key to this lesson: measurement, multiply, “x” symbol, “=” symbol

Syntax1: NA

Discourse2: Students provided with the sentence starters, “First I________. Then I ______.
Lastly I ________.”]

4. Language Objective: What is/are the language objective(s) for your lesson?
Students will explain how he/she found the volume of his/her dot paper-rectangular prism.

5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction Guided Practice Independent Practice
● - Teacher explanation - Class discussion -Think-Pair-Share
of the volume formula - Think-Pair-Share - Assessment (written
● Pre-teach vocab terms response to prompt)
lesson and curriculum); - Flexible group-work
provide pictures and
definition

1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.