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Lesson Plan Template

First Name

Annaliz, Cassie,
Gabriel

Last Name

Panida, Koja,
Mizunaka

UH Email

apanida@hawaii.edu

Date

March 5, 2015

Semester

Spring

Year

2015

Grade
Level/Subject

5&6/Math

Title

45 minutes
Lesson Duration
Finding the Volume of a Rectangular Prism
Lesson Overview

Students will demonstrate their understanding of volume (both its concept and
algorithm) by using unit cubes to calculate the length, width, and height of various
boxes.
Central Focus (Enduring Understandings)
Volume is the amount of 3-dimensional space an object occupies. Students will
understand how to solve the volume of a rectangular prism by using unit cubes to
measure the amount of space within the prism. They will make a clear connection
between the volume formula and the process of finding volume with unit cubes.
Essential Question(s)
How many cubes would it take to completely fill your box?
What is volume?
How can we find the volume of a rectangular prism?
How does the volume equation make sense?
Content Standard(s)/Benchmark
5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of
volume measurement.
5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft.,
and improvised units.

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5.MD.5. Relate volume to the operations of multiplication and addition and solve real
world and mathematical problems involving volume.
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 x w x h and V = b x h to find volumes of right rectangular
prisms with fractional edge lengths in the context of solving real-world and mathematical
problems.

Prior Academic Knowledge and Student Assets

Student should have prior knowledge with:
identifying rectangular prisms
finding the surface area of a rectangle
finding the perimeter of a rectangle
some understanding of volume
knowing how to multiply, add, and divide

Academic Language Demands

Volume - the amount of space inside a three-dimensional object (V = l x w x h)
Unit cube - a cube that measures 1 inch by 1 inch
Surface area - area amount of space inside a two dimensional shape
Perimeter - measures outside of a shape
Length, Width, Height

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Instructional Strategies and Learning Tasks
(10 minutes)
1. Split students into groups of three. As students move, be sure they bring a paper and a
pencil.
2. Give each group an empty box and a handful of unit cubes. Challenge the groups to
work together to figure out how many 1 by 1 inch cubes/1 by 1 cm cubes would it take
to completely fill their box.
3. As students are working, strategically roam throughout the room to assess the groups
and offer prompting if needed. Groups who finish early will also write how they reached
their answer in step-by-step method. (Each student must know how they got their
answer because the teacher might choose on anyone to present)
(7 minutes)
4. After 10 minutes, check in to see which groups have completed the task. Have at least
two groups who were successful to share their problem-solving process to the class.
Provide feedback using specific academic languages the students used.
5. Share that the class just found the volume of a right rectangular prism/solid figure.
Volume is the amount of space inside a 3 dimensional object. Explain that what they just
did is the same as using the formula l x w x h.
(15 minutes)
6. Have the groups trade their boxes clockwise around the room so that every group has a
different box to work with.
7. Ask students how they could solve their new box for accuracy. **By measuring the box
using a ruler.
8. Have students take out a ruler and begin problem solving. (Teacher will take away some
blocks)
9. Students will write how they reached their answer in step-by-step method. (Each
student must know how they got their answer because the teacher might choose on
anyone to present)
10. **Students that finish early will be given the task to figure out how many 1.50 by 1.50 by
1.50 cubic inches/centimeters can fit in their box.
(7 minutes)
11. After 15 minutes, check in to see which groups have completed the task. Have at least
two groups to share their problem-solving process.
(6 minutes)
12. Close lesson by explaining that they demonstrated their own understanding of volume

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today.
13. To practice volume, students will be completing a volume worksheet in pairs or
independently if time permits. If not, students will be taking the worksheet home for
homework. (Go over some questions if needed)
Assessment
Formative Assessment:
Navigate throughout the room to assess the groups and offer prompting if needed
Conference with groups
Class discussion about problem-solving process
Summative Assessment:
Homework based on volume of a rectangular prism

Differentiation and Accommodations

ELL/MLL

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Student will find the volume of a cube (all side are the same
length).

Struggling

Student will find the volume of a cube (all side are the same
length).

TYPE OF LEARNER

Accelerated

504/IEP

Student will find the area of three rectangular prisms.

Teacher will follow the accommodations and modifications as

required by the 504/IEP.

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Others (describe)

Materials (Optional)
Rectangular prism boxes
Unit cubes
Paper
Pencil
Ruler
Homework assessment

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses
the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of
the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the next
steps to support students learning related to the central focus and student learning
objectives.