Name: MLF LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

6. Geometry and measurement. The student applies Given a cube of length L and a rectangular prism of
mathematical process standards to understand, dimensions L x W x H, students will calculate their
recognize and quantify volumes. – 6.A/6.B. volume using a one-unit cube by the end of the
unit, with 95% of accuracy.
Grade: 5 Subject: Math Specific Measurable Attainable Relevant _Time

Task Analysis: (C4) What language must be taught: Volume, area, Strategy to teach Language: (C4)
length, width, height, prism, rectangular prism, 3-dimensional figures, Frayer’s model: What does it mean?
edge, faces, units of measure. /Facts/Examples/Non-examples
What skills must be taught: Multiplication, Addition Word wall

Assessment: (C5)
Formative: exit ticket; teacher observation.
Summative: test.

Strategies for Success: (C6) Element of Technology: (C6)

Cooperative grouping by pair work with manipulatives and Khan Academy, Minecraft: Education Edition, Doodle Fit
problem solving
KWL chart

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Use of manipulatives, teacher modeling, show
pictures
Auditory – Class instruction, teacher modeling
Kinesthetic – Use of manipulatives, worksheets with
problems to solve in group and individually.
Prepare wall word; 3-D objects (cubes and prisms) of
different sizes – a Rubik cube; manipulatives like Snap
Cubes or Centimeter Cubes; worksheet activities for group
work and individualized work (homework)

Higher Order Questions to ask: (C6)

1. A cube has a width of 8in. What is the volume of the cube?

2. A cargo container has a width of 5ft, a depth of 10ft and a height of 8ft. What is the volume of the container?
3.
Max has a box that he wants to use to place his toys. The box is 10cm width, 15cm depth and 9 cm height. What
is the volume of the box?

Hook: (C7) Closure: (C7)

Give 5 minutes to students to build cubes of different For the last 5 minutes of the class, prepare an exit ticket
sizes using Snap Cubes. Ask them to count how many with a problem to solve related to the material covered
small cubes they need to build a larger cube. Each model during the class.
will be used to calculate its volume. After teaching
vocabulary, give students the Snap Cubes again, team
students, assign each group a number of cubes they
have to use to build a rectangular prism; students will
have to record the dimensions and later calculate the
volume of their prisms and the 5 prisms of other groups.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Lesson should start with vocabulary knowledge. Show/draw pictures of a cube and a rectangular prism and identify
sides of shapes (length, width, height, base, area of the base). Show actual objects and make students familiar with
the concept of volume and other vocabulary. Discuss about different units of measure.
Model the calculation of a one-unit cube. Model the calculation of a cube length L using the one-unit cube. Use a
manipulative to show students how to estimate the volume of a cube.
Repeat same modeling for a rectangular prism.

2. Student Activities / Guided Practice: (C6)

Team pair of students to build a cube (using a manipulative) of a specific length and calculate its volume. Do the
same exercise with a rectangular prism.
Prepare a work sheet with exercises to do in the classroom in groups of 2 students.
In all activities, teacher will check for understanding.

3. Independent Practice: (C6)

Students will complete a worksheet independently (in class) to finish at home if necessary.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

In case there are students with specific requirements, Discussion, problem solving, question-answer with
make sure (if needed) to: verify font size in peers.
worksheets, have a calculator available, highlight
important words, pre-teach vocabulary, verify amount Hand-on manipulatives.
of problems and/or level of difficulty, provide
extended time, etc. Pictures, real objects, models.

Notes:
 Name:
DELIVERY PLAN (C8)
OBJECTIVE: The main objective of the lesson is to calculate the volume of a cube and a rectangular prism given their
Rigor dimensions.
Students will use the one-unit cube method and traditional method (using a formula) to calculate volumes.

OPENING:
Teacher will bring some common objects available in the classroom to identify the shapes and differentiate
Retrieval
between a cube and a rectangular prism. This exercise will be interactive with the students. She will also show
pictures on the board of cubes, prisms, and actual objects with these shapes.

TEACHER INPUT: Teacher will check for vocabulary understanding and previous knowledge: volume, length, width, area,
Relevance base area, prism, rectangular prism, 3-d dimensional figures, units of measure. Use the pictures on the
board and the objects to discuss these terms. Snap Cubes will be already available on the desks. First the
class will work with cubes. Students will be asked to build a cube of any size (students can work in pairs)
and count how many cubes they used to build it. The teacher may have a Rubik cube or a model already
made to show them what to expect.

MODEL: On the board, the teacher will show a one-unit cube and the relation of counting the unit cubes on volume
Routing calculation. She will ask students to share the volume of their cubes. She will also show the general formula for
volume (using the corresponding vocabulary) and will compare the calculation using the unit-cubes and the
formula. She will use the Rubik cube for an example and calculate its volume by counting the number of cubes
and by using the volume formula (V=LxLxL). The teacher will do the same exercise with a rectangular prism. She
will have a picture of a prism with its dimensions and a 3-D model built by herself. She will show how to calculate
the volume by counting the small cubes and using the volume formula (V=LxWxH and V=Base AreaxHeigth). The
teacher will show a couple of word problems to calculate the volume of a real object, for instance: a pencil box,
toy box, etc. She will use different units of measure for the problems.

GUIDED PRACTICE:
Retaining / Rehearsing

Group students in 3-4, they will be asked to build a rectangular prism with a specific number of cubes (teacher will
prepare some cards with numbers that one member of each group will choose randomly). They will record the
dimensions, calculate the volume by counting the cubes and using the formula with the corresponding dimensions
(teacher will provide a worksheet). Students will have to go around the room and do the same exercise with the prisms
built by other 4 groups. The teacher will go around the class to check understanding and help with questions. The teacher
will challenge students asking about how many different prisms they can build with the same number of small cubes and
what would the volume of these new prisms would be. In pairs, students will have a worksheet to work on with 3-4
questions/problems. The teacher will check the work and understanding.

INDEPENDENT PRACTICE:
Students will complete a worksheet prepared by the teacher with problems to solve individually in class or to finish at
home if necessary.

CHECK FOR UNDERSTANDING:

Recognizing
Teacher will check the work done by the team pairs in class and individually. Teacher observation.
ASSESSMENT:
Students will have a test that will include problems and vocabulary understanding.

RESOURCES / MATERIALS:
Prepare wall word; 3-D objects (cubes and prisms) of different sizes – a Rubik cube; Snap Cubes or Centimeter Cubes;
worksheet activities for group work (to record dimensions, number of cubes, volume) and individualized work. Prepare 3
worksheets: to record dimensions, pair group and individualized group.

CLOSURE:
Re-exposure
The teacher will wrap-up the lesson with a summary of what they have learned. For the last 5 minutes of the class, students
will have the opportunity to write on a paper 2 things they learned during the lesson and solve one quick problem.