UMU Lesson Plan Template

Name: Allison Cipalla Date: September 6, 2019

Grade Level: 5th Grade Class Period: 6th period
Subject: Mathematics Lesson # & Title:
Function of the Lesson (check all that apply):
 Introduce New Skill or Content***
 Practice***
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

The class consists of 5 students. There are 3 males and 2 female students. There are 3 students who are
Caucasian, 1 African American and 1 student who is multiracial. Caucasians students. Students come from a
variety of socioeconomic backgrounds where most students are from lower middle-class homes, but one student
has recently become homeless and is moving between homes of family and friends. All five students are on
IEPs.
 Lexie a highly motivated and diagnosed with ADHD and a learning disability specifically related to
reading. She reads below grade level. Her struggles stem from deficits in comprehension and recall.
She often has trouble summarizing what has just been read and connecting her prior knowledge to the
text. She also has difficulty retaining classroom procedures and instructions. She becomes overwhelmed
when she has to apply her knowledge to new or more complex situations. She often makes careless
mistakes in her work since she difficulty accessing her stored knowledge and rarely self-monitors her
work.
 Luke joined your classroom from the school ED classroom. He is only coming to your class to receive
instruction then going back to the ED room. This is part of his transition plan to a least restrictive
environment. Luke has violent behaviors toward other students. Often these occur when he is bored.
Luke has an above average IQ and often finishes work much faster than the other students. Your class is
right after lunch and recess and Luke often comes in quite wound up. He has had a serious altercation
with Josh who is also in our class. They do not get along well at all.
 Josh and Elliot both have been identified as having a learning disability related to writing. Both students
have difficulty starting work that requires them to write complete sentences and paragraphs. During
writing, they get distracted and fatigued. Josh additionally lately has been really tired. He often lays his
head down. You wonder if he might have health issues or might not be getting enough sleep. You do
know that he is not in his home right now. Elliot also has poor fine motor skills and struggles to write
for extended times. He receives occupational therapy once a week for 20 minutes to help develop these
skills.
 Amber has been identified as having an intellectual disability. She is extremely loving. She sometimes
hugs teachers and students and you are working to transition her to handshaking as a replacement
behavior that would be more appropriate for the school setting. Her IQ is significantly lower than the
other four students in the room. Her communication skills are severely limited. When questioned she
often repeats the last phrase that the questioner says or if given options selects the second option
 regardless if it is right or wrong. She can read sight words and sound out/tap out basic letter sounds in
words. She also can write sight words from memory and other words when given a word bank.

Environment: The classroom is on the third floor of chapman. There are groups of tables arranged throughout
the room used for group work and walking through the classroom. [The windows are open for fresh air but
closed if individuals such as Josh or Elliot are distracted by the outside sounds.]
● This class occurs after lunch and recess.
● Cell phones are to be put away during class in the phone box by the door of the room.
● The seating allows for the whole class and small group arrangements for class discussions and small
group work.
● [There is assigned seating at two groups of tables to make sure that Josh and Luke are separated.]

Culturally Responsive Rationale: When planning this lesson, I will need to consider the students’ prior
knowledge of the topic. I will need to be aware of the various student learning levels and consider that the
students are just learning volume when planning learning activities.

Content Standards:
1. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real-world and
mathematical problems involving volume.
a. Reasoning: The students have learned multiplication in the past with the standard 3.OA.B.5 and
now I will have them connect their knowledge to the real world in order for them to see the
importance of calculating volume in real world situations which will prepare them to accomplish
the standard 6.G.A.2 which explains the ability to solve real-world and mathematical problems
involving area, surface area, and volume. Once the students master volume of different prisms
they will learn to solve higher complex problems.
2. 5.MD.5.b Apply the formulas V= l x w x h and V = b x h for rectangular prisms to find volumes of right
rectangular prisms with whole-number edge lengths in the context of solving real world and
mathematical problems.
a. Reasoning: Students have conceptual understanding of finding volume using multiplication so,
the procedural lesson for their next step in mastering this information is for them to learn how to
get volumes for rectangular prisms using formulas. So, we will be practicing writing these
formulas out and using them to calculate volume.

Learning Objectives:
1. The students will practice finding the volume of rectangular prisms with given measurements for each
side in the Finding Volume with Unit Cubes Worksheet with an 80% accuracy in 9 out of 11 problems.
2. The students will correctly calculate formula based real world volume problems given the Volume of
Rectangular Prisms worksheet with an 80% accuracy in 5 out of 6 problems.

Academic Language:
● Rectangular Prism
● Volume
● Length
● Width
● Base
 ● Height
● Area
● Multiplication

Assessment Plan, Formative Assessment:

1. After reviewing what area and volume is, ask the students to show me fist to five on their confidence
that they understand what all the terms mean because they will need to use this information for the
following activity.
a. I will use this check for vocabulary to understand if I need to go more in depth with the terms
[we will do this to make sure students are recalling that information about area and volumes,
because Lexie may struggle with recalling this information by herself]. I can also use this
information to continually use the words in context, so the students slowly become aware of the
terminology. I will keep track of when students use terminology in the document at the end of
this lesson plan with the use of tally marks.
2. For the beginning example I will have students complete the problem on their own and write their
answer on their sheet so students such as Josh and Elliot do not have to expose themselves to the whole
class and I can come around to check instead of holding this information up for everyone to see if they
may have trouble communicating what they mean through writing to show me they have the right
answer.
a. I can use this information to see if the students are grasping the information on volume and
multiplication being used. If they did not get the right answer, then I can possibly look at their
work to see which aspect they struggled with and then assist them on those aspects individually
when they are working on their pair worksheets.

Assessment Plan, Summative Assessment:

1. At the end of the lesson the students will be asked to solve and write their answers to the problems on a
piece of paper that will be collected as an exit ticket or the summative assessment. The students [will be
able to use a calculator to calculate the volume] of the given examples that will be used as an exit ticket
for the sole reason of continuing to develop their multiplication skills.
a. I will use this information to determine whether students are understanding that they must
multiply the length, height and width. If they are having trouble with multiplication, I will
reteach a lesson on multiplication and how volume is calculated. If they are having trouble with
using the correct units, I will reteach a lesson about where the units come from. I will reteach a
lesson if needed, but then continue to my lesson on different types of prisms and how to calculate
the volumes of those. If they are successful on both the units and calculating volume, then I will
proceed straight to my lesson on different types of prisms and how to calculate the volumes of
those.

Procedures, Lesson Introduction:

1. Using the introductory activity known as Notice and Wonder/ See, Think, Wonder: I will show the
following picture and I will ask “how big do you think the box is” and “what would you need to know to
answer this question?”
a. This will lead into the question of volume and what information we need in order to calculate the
volume. Look for students that mention that they would need to know the dimensions of the box
 and the way you could do this is by finding out how many donuts are in a row and how thick the
donuts are.
b. [I will bring in a donut for each class for all the students to be able to know the actual size of a
donut and be able to understand what a donut is if they have not had a chance to eat one or know
the size of a donut because of their lower socioeconomic class.]

Procedures, Lesson Body:

1. Today we will introduce the topic of volume by drawing a rectangular prism on the board. [To help
Lexie connect to her previous knowledge of what a rectangle is.] We will make up length, widths, and
heights to explain the idea of each as well as writing them down on the board [this will be done by
rolling a huge dice for Luke to stay engaged in the class]
2. Review of vocabulary [for helping with recalling information for Lexie]:
a. Volume - refers to the quantity of space contained by an object (swimming pool, fish tank, cubic
cm.)
b. Area - region or space of the plane figure or object (piece of paper, garden, square cm.)
3. I will show them two separate ways to calculate the volume of a prism by looking at it two different
ways. (V=lwh and V=Bh) Look at the area of the (A=lw) and then look at the height. Multiplying the
height by the area shows how much it needs to “fill up.”
4. Quick check for understanding: Draw another prism and label the dimensions. Have the class compute
the volume and [explain how they did it so they can communicate verbally how they got their answer
rather than write their explanation because Josh and Elliot have a writing learning disability].
a. The vocabulary terms will be used by both the teacher and the student when working through
problems [for continual practice of recalling information].
5. I will hand out the Finding Volume with Unit Cubes worksheet [I will read what each question asks the
students to do so that Amber and Lexie can comprehend what is asked of them] and they will complete
this worksheet with their table group [previously assigned to make sure that Josh and Luke are not put in
the same group]. This will accustom the students to the ability to count the cubes for correct
 measurement of the given cubes and be able to multiply the width, length and height for each given cube
and correctly calculate volume.
6. I will then provide each group of students with 36 cubes [larger cubes are given to Elliot for the purpose
of working on motor skills]. Each group of 2 will build a rectangular prism using those cubes. Using the
rectangular prism that they have built; the students will answer the following questions [a space for the
units will be provided for the purpose of reminding students to not make careless mistakes of not
including units, the need for units is clearly defined in the instructions] :
What is the length of your figure [in cm³]?
What is the width of your figure [in cm³]?
What is the height of your figure [in cm³]?
7. Pass out the Volume of Rectangular Prism Worksheet provided below with different rectangular prisms.
Then give the students dice [for engagement purposes for Luke, Josh and Elliot who get distracted easily
or Josh who may fall asleep if not actively being involved in the class, also larger dice are provided for
Elliot because of his motor skills] and have them work with a partner to roll the dice and come up with
the length, width and height of the prism. Then have them find the volume using the measurements they
rolled [Luke may get dice with higher numbers on them which have up to 18 sides each for more
practice].
a. As the students are working on the worksheet with a [pre-assigned] partners (below) walk around
the room and check if the students need any help with certain problems.
b. They will be working with a problem so when they are talking about the Volume of Rectangular
Prisms Worksheet (provided below) they will be using the vocabulary for the lesson mentioned
above to calculate and communicate results with their partner [verbally for Amber who has
limited communication skills].
8. At the end of the lesson, there will an exit ticket being 2 questions. Check for correct volume and check
for correct units.
a. A crayon box is 5 centimeters in length, 5 centimeters in width, and 10 centimeters height, what
is the volume of the crayon box?
i. The answer I’m looking for is 250 cm³
b. A tissue box is 8 inches in length, 5 inches in width and has a height of 5 inches, what is the
volume of the tissue box?
i. The answer I’m looking for is 200 in³

Procedures, Lesson Closure:

1. At the end of class, I will show the following picture and ask the students what does not belong?
a. This could lead to questions about different types of prisms, which will lead me into my lesson
on different types of prisms the next day. They will not know about volume of triangular prisms
or cylinders before this moment, but they will know about the volume of the rectangular prisms.
Differentiation, Individualized Instruction, and Assessment:
Individuals:
1. For Lexie:
 The directions for the worksheet are spoken for comprehension. We constantly practice
recalling the different definitions for different mathematical terms because she struggles.
She does not need to use summarizing skills of reading text, but instead she will verbally
explain how she calculated the volume. I will be sure to make sure she is on task with the
procedures of how to calculate the volume through multiplication of length x width x height.
I will then provide her with this formula so she can visualize the procedure and plug in the
various numbers that she may be finding. The directions are very clearly explained on the
worksheet and the directions will be read to her. She will be able to not make mistakes if she
follows the exact directions given.
2. For Luke:
 Partners will be predetermined to make sure that Josh is not paired with Luke, so they do not
have to work together on the worksheet. Luke will not be bored because he will be
constantly engaged with activity such as rolling the dice. For Luke’s above average IQ, he
will be given two dice for each edge on the worksheet instead of a singular die or a die with
more sides which ultimately means bigger numbers to multiply. Since he will be done faster
than others, he will be given a worksheet with a front a back of the rectangular prisms for
more practice. He could also be challenged to not use the calculator being provided.
3. For Josh:
 No complete sentences are required to be written, but if they are given a question to provide
an answer with full sentences, sentence structures will be provided. For example, for the
question: What is the difference between the least and greatest volume, I would provide
sentence structures for how to answer the problem such as “The difference between the least
and greatest volume is _________________.” He will not have to write a lot so, fatigue
should not be triggered.
 Josh will continually be active in the class to assist with being tired. He will be offered water
breaks to go and drink some cold water to wake him up.
4. For Elliot:
 Part a of differentiation is applied for Elliot as well.
 Elliot will then be given inch cubes instead of centimeter cubes as an adjustment for his poor
fine motor skills. He could eventually be moved to centimeter cubes if his occupational
therapist thinks he could benefit from that size manipulatives.
5. For Amber:
a. I will give her a high-five for getting problems right and a handshake as she leaves the class
every day. Since her IQ is significantly lower than the other students she will be given the
dice with the smallest number of sides for the easiest multiplication problems, she will also
be able to use her calculator for more difficult equations that she may come across. I will ask
her questions and give her sentence prompters in order to respond verbally to work on her
communication skills. She is given a word bank in the Volume of Rectangular Prisms
worksheets directions for her to use to show her work.
Class:
1. Process: I presented the information verbally by talking about the terms and talking through the
assignment. I presented the information visually by drawing rectangular prisms on the white
 board/smart board when modeling the worksheet. I also incorporated a way for kinesthetic learners
to use tactile centimeter cubes to create rectangular prisms.
2. Products: The number of die being used is differentiated so that Luke has dice with a larger number
of sides because of his above average IQ.
3. Content: N/A
4. Environment: The students will work with a personally chosen partner and they may be at any table
that they would like so they may choose to change their educational location.

Instructional Materials and Support:

1. Whiteboards
2. Dry Eraser Markers
3. Pencil
4. Finding Volume with Unit Cubes Worksheet
5. Dice [with different number of sides]
6. Centimeter/inch cubes
7. Volume of Rectangular Prism Worksheet (available below – self created)
8. Exit ticket with the two questions:
a. A crayon box is 5 centimeters in length, 5 centimeters in width, and 10 centimeters height, what
is the volume of the crayon box?
b. A tissue box is 8 inches in length, 5 inches in width and has a height of 5 inches, what is the
volume of the tissue box?

Research and Theory Commentary:

1. Bloom’s taxonomy states that students should be engaged in learning that is analyzing and evaluating.
This lesson incorporates those ideas by the students having to apply their knowledge of using cm cubes
to create an understanding of how to find the volume of rectangular prisms. [This will keep distracted
students such as Josh and Elliot engaged and this engaged aspect of the activity will keep Luke busy so
he will not be violent because he will not be bored.]
2. Lev Vygotsky’s research theory promotes learning through social interaction. [Predetermined partners
were used for the most effective social interactions between the students.] It is important for students to
work together during lessons such as creating the rectangular prism with the cm cubes because they can
gain more knowledge and better their understanding on topics discussed. This theory is used for when
the students are asked to work in pairs to work on the worksheets because it encourages students to work
with others and learn from others.
3. Bandura’s research of modeling is being used. In the beginning of class I will demonstrate what the
class will be doing with a partner before they break up into their groups [this will model for students the
task so that they will not need to read or comprehend the directions to know how the activity will go.]
4. Gardner’s Theory was used throughout this lesson. The information was presented verbally, visually
and kinesthetically for diverse learners.

Cultural Responsiveness, Equity, and Inclusion Commentary:

Building relationships will ensure that I know how much literacy the student has in their native language
and what types of experiences they have had. This will help guide my lesson by not using examples that only a
few people would understand. For example, I would not find the volume of an Xbox because I do not know if
everyone has come across an Xbox before. Some students may not be allowed to use an Xbox while others may
not be able to afford one. I will use practical examples for every student. [For the beginning notice, think and
wonder, I will bring in a donut for each class for all the students to be able to know the actual size of a donut
and be able to understand what a donut is if they have not had a chance to eat one or know the size of a donut
because of their lower socioeconomic class.]

Use of Technology Commentary (if applicable):

N/A – no technology is being used in this lesson.

Reflection and Instructional Commentary (if applicable):

1. A possible modification could be to give students real life objects to measure – the measurement could
be review of a previous lesson.
2. Another modification may be that the teacher selects the for the sake of a more productive activity.
3. A final modification may be to make sure that the centimeter cubes are able to be connected to each
other. Some of the cubes may be singular cubes rather than cubes that can be attached to other cubes.
4. Technology could be used by using computer generated dice.
 Name: ___________________________________

Volume of Rectangular Prisms:

Roll a die three times to find the dimensions of the rectangular prism.
Label the dimensions in cubic centimeters on the prism.
Calculate the volume of the rectangular prism. Be sure to include the units (cm³).
[Show your work using the vocabulary words: length, width, height, area or base.]

1. 2.

Volume: Volume:

3. 4.

Volume: Volume:

5. 6.

Volume: Volume:

What is the difference between the least and greatest volume? Show your work.
 Number of Times each Student uses the following Vocabulary – Keep track with tally marks.

6th Period
Names of Rectangular Volume Length Width Base Height Area Multiplication
my prism
Students
Lexie
Luke
Josh
Elliot
Amber