Name:

Hamda Hasan

Grade Level: 6 CCSS Math Strand: Geometry (Lesson 2

Volume of Triangular Prisms)

Time: 8:45 am 9:33 am
CCSS Standards:

Extension of 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths
by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the
volume is the same as would be found by multiplying the edge lengths of the prism. Apply
the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and mathematical problems.
Main Lesson Aims (Concepts, Procedures, & Processes):

Find the volume of triangular prisms

Materials:
teacher books

Glencoe Math, Course 1 Grade 6 Teacher Edition plan & present Chapter 11,
lesson 2 Volume of Triangular Prisms

student
book(s)

Glencoe Math, Course 1 student Edition p 824 & 825.

HW, worksheet.

worksheets/
papers

Forms of papers (one of it has question to let students find the volume and
other forms has question to find missing dimensions) students will use marker
to write the answer on it because they can be able to remove the answer.
HW, worksheet has questions about Volume of Triangular Prisms.

teacher
materials

Models of shapes
Measurements to let students to measure the models of triangular prism and
recode the volume such as find the base and height of triangular prism.
Magnates (to stick the glossary on the whiteboard)
Whiteboard
PowerPoint

student
materials/
manipulatives

book
Pencils
Marker
Calculator (to find the volume of triangular prism)
Use models of shapes
Use Measurements to measure each shape.
Use forms of papers

technology

PowerPoint + projector

other

Key vocabulary with definitions (and pictures if appropriate):

Note: The first class I will teach students to find the volume of triangular prism and the
second class I will teach them to find missing dimension to continue the lesson. (This is new
unit and students didnt take lesson 1 and I will teach them lesson 2 because my MST wants
to teach students lesson 1)

word

glossary definition

image

Volume

The amount of space inside a threedimensional. Volume is measured in

cubic units.

Triangular
Prism

A prism that has triangular bases.

Students Prior Knowledge:

Know the shape of triangle.

Know the meaning of length, and height and know how to find it on 3D shapes.
Know the names of the shapes.
Possible Problems and Misconceptions:

Students may confuse when they will find the volume and find the missing dimensions like

which one is height and which one is the area of base and they will confuse when they will
replace B number or H number. (1/2 Bh)
Solution: I will put for each group the meaning of this symbols V=Bh to let students to
recognize to them and I will let them to work in group or discuss their answer with their
partners.

Lesson Schedule

Targeted teacher questions to promote HOTS

Student communication and use of math language
Engage (warm up, review prior knowledge):
Game. (Before to start the lesson)

T. choose one student to be volunteer to close her eyes and let her to choose the
things in box and describe what she choose until she reaches to the triangular
prism shape.

6 mins

-I want volunteer, come shamma. I will close your eyes and I want from you to
choose the things in box and describe it to us in a whole class what you touch or
hold.
-s. closes her eyes and chooses the shapes in box and describes each of them until
to reach to the triangular prism.
-s. will help her to describe the shapes and engage in the classroom.
-Excellent girls. Today our lesson is about the Volume of Triangular Prisms.
The objectives of our lesson today are finding the volume of triangular prisms and
find the missing dimensions.
T. use vocabulary & glossary.

Core (introduce and practice new concepts & procedures):

t. connect the lesson in real life such as lets students to predict what they are
seeing. (T shows students model of tent)
-What do you see in my hands? Raise your hands.
-s. we see tent and looks like triangular shape.
-Good answer! We have tent and it is look like triangular and we call it triangular
prism. Why do you think we call or say it triangular prism?
-s. sample answer: it shows about volume of triangular to find volume of it.
-Excellent, because the tent has a base and a height and also has the length. (T
shows students the base, height, length from tent model)
-where can we see the triangular prism in real life give me an example? Raise your
hand.
-S. predict and give sample answer: house, piece of cheesecake and etc.
- Good predicting.
Use PowerPoint & student book

t. show students sentences on the PowerPoint and explain to them how they will
find the volume and missing dimension of triangular prisms.

5 mins

- How can we write the volume symbol of a triangular prism?

-Let V is the volume of a triangular prism is the area of the base B times the
height is h and the symbol of triangular volume is V=Bh where B is the area of the
base (1/2 x b x h) and h is the height of the prism. (T show them the picture on
PowerPoint about height of the prism and the base B is a triangle)

5 mins

-S. paying attention with the teacher.

-Lets see the example of triangular prism. How can we find the volume of a
triangular prism in this shape? We will multiply the area of the base by the height
of the prism. The base is one of the parallel faces. And we use V=Bh. (1/2xbxh)h
-How can we find the area of the base?
-s. we will use B equal half times b times h. B=(1/2xbxh)
-Excellent, and what is the height of the prism?
-s. sample answer: 13 m
-well done. So replace B with x 8x 10 and replace h with 13 the height of the
prism and then we will multiply of them. So the volume is 520 cubic meters or
520 3 .
-Lets see other example. Noora has a triangular shaped piece of cheesecake in
her lunch. This is the piece of cheesecake shown. So, How can we find the volume
of the piece of cheesecake? (T will show students also example of piece of cheese)
-s. sample answer: we will use V=Bh.
-Good, so the base is a triangle of this shape with a base length of 6 inches and a
height of 4 inches. The height of the prism is 3 inches. Now multiply it by
calculator. What is the answer?
-s. sample answer: 36 cubic inches.
-The volume piece of cheesecake is 36 cubic inches and dont forget to put cubic
for unit.
-lets see the last example: Who will read it?
-s. raises their hands and read the sentence: Fatima built the dollhouse shown.
What is the volume of the first floor? And what is the volume of the attic space?
-before we solve it do you know what mean floor and attic space is?
-s. thinking and answers. (I think they will dont know the meaning of attic)
-attic space means roof or top. How can we find the volume of the first floor? So
the first floor is look like rectangular prism and we will find the volume of
rectangular prism is the product of its length L, width w, and height h. the length
is 20 times the width is 45 times the height is 10 and the answer is 9000 in cubic
and dont forget to put cubic of unit.
-s. paying attention with the teacher.
-now they want to find the volume of the attic space is look like triangular prism.
The first one we will find the area of triangle and the height of it. We will use
V=Bh, we will replace B with times 8 times 20 and equal 80 and 80 times by
height is 45 equal 3600 inches cubic. We use the base is 8 and the length is 20
and the height is 45.
-s. paying attention with the teacher.
-open your book on page 824 and solve number (1&2). Work individually, you
have two minus.
-s. opens their open and solves number 1 and 2 individually.
-Times up, now discuss your answer with your partners for 2 minus.
-s. discusses their answer.
-now check your answers on the whiteboard. Who has the correct answers?
-s. checks their answer and responds to the teacher question and raises their
hands that who has the correct answers.

15 mins

-Excellent girls. (If students has wrong answers teacher will explain to them again
and show them how to find the volume)
-open page 825 and solve the number 1 and 2 work individually and you have 2
minus.
-s. open page 825 and solve question 1 and 2 individually.
-counting down 5,4,3,2,1 times up and know discuss the answers with your
partners.
-s. discusses their answers with their partners.
-now check your answers on the whiteboard. Who has the correct answers?
-s. checks their answer and responds to the teacher question and raises their
hands that who has the correct answers.
-Excellent girls. (If students has wrong answers teacher will explain to them again
and show them how to find the volume)
-Close your book, now I will give you the activity to do it in group.
Activity (work in group)

10 minus

t. gives for each group models of shapes, measurements, forms of sheets (has
question to find volume of prism) and students will use their own marker to write
the answer on forms of sheets and use their own calculator.
t. gives students instruction of activities.
-Each group has models of triangular shapes, measurements and forms sheets.
You will use measurements you have it on your table and measure the height of
the prism and the base of a triangle to find the volume of shape and show your
work on this sheet. So work in group and dont forget to use cards has question,
have finish and need help you have it on your table. You have 6 minus.
-s. discuss the answers and sharing together and they will use the measurements
to measure the shapes of height and base and they will write the answer on sheet.
t. walk around of students and scaffolding them.
-counting down 5.4.3.2.1. times up
-Good jobs girls. Now lets see the result of each group. Group 1, give me the
result of cubic volume.
-s. gives the results they got from the triangular prism shape.
t. keep going to ask each group the same questions to see their result of how they
find the volume and missing dimensions.

Close (wrap up, discussion, brief review activity or assessment):

If I have extra time to review the lesson.

t. will ask students what did they learn today and draw the triangular prism and let
them to identify the height and base area of triangular.
- What did you learn today? Ok we have triangular shape, which one is height and
base area?
-s. participates and answers to the teacher questions.
-Great! Keep that in mind for tomorrows lesson.
HW worksheet.

5 min

Attachments:
Copy of original lesson from a teacher resource book or website (original versions)
Copy of all resources given to students
Reference page with all books, journals and websites

References:
Carter et.al. (2013).Glencoe Math. Student Edition. Resources. Retrieved from
file:///D:/Data/Users/h00095945/Documents/Education/Year%203/Y3Smis%201%5E_%5E/MGS/lesson%203/66.pdf
Carter et.al.(2013). Glencoe Math. Student Edition. Course 1. Volume 3. Retrieved from http://connected.mcgrawhill.com/media/repository/protected_content/EBOOK/50000463/16/18/Launch.html?stateCode=WA&mghCours
eID=7461DFOBGKKRRGQFYLW99V772Q#
Carter et.al.(2013).Glencoe Math. Teacher Walkaround Edition. Course 1. Volume 3. Retrieved from
http://connected.mcgrawhill.com/c2j/syllabus.syllabusLesson.do?bookId=7461DFOBGKKRRGQFYLW99V772Q&lessonId=D287CEEYRKVS8O
WCGBS1N3PHW4

HW

Student book page 824 (1-2) & 825 (1-2)

Page 824 (1-2)

Page 825 (1-2)

Forms of sheets