Tori Guerchon

Student Teaching, Spring 2016

April 4th, 2016

Math: Volume Continued (Lesson 4) Exit Ticket

Subject/Grade/Date: Math (Volume), 5th Grade, April 6th, 2016
Time Requirements: This lesson will take 15-20 minutes in total.
Materials List:
1 inch blocks
Lesson 3 problem set/homework (worksheet)
Video/set up for viewing math video
Pencil
Type of Lesson: Whole group, individual work, small group
Connection to Standards:
Mathematical Standards:

5.MD.C.4.Measurevolumesbycountingunitcubes,usingcubiccm,cubicin,cubicft,andimprovised
units.
5.MD.C.5.Relatevolumetotheoperationsofmultiplicationandadditionandsolverealworldand
mathematicalproblemsinvolvingvolume.
a.Recognizevolumeasadditive.Findvolumesofsolidfigurescomposedoftwononoverlappingright
rectangularprismsbyaddingthevolumesofthenonoverlappingparts,applyingthistechniquetosolve
realworldproblems.

Instructional Objective:
Students will be able to build a rectangular prism using unit blocks,
and decompose the prisms into layers.
Active Instructional Plan:
Anticipatory Set:
I will quickly review last weeks lesson on volume, which relates
directly to this lesson. Next, I will show students a video of the
lesson, explaining what we will be doing today. I will then go over
the lesson with students, explaining to them what I want them to
accomplish today. I will ask if there are any questions.
Questions:
Before the lesson I will ask:
o Who remembers what we did last week in relation to
volume?
o Who remembers the formula for volume?
o What is volume?

I will continuously ask students throughout the lesson

such as:
o Does everyone understand?
o Are there any questions about the instructions I just
gave?
I will ask these questions after the lesson:
o Were there any questions about the lesson?
o Give me a thumbs up if you understand!
o Who can tell me one of the problems they thought was
difficult or needs more help with?
Modeling:
To model during this lesson, I will demonstrate to students examples
of volume on the board, and by building the prisms with the unit
blocks. In addition to showing the video, I will model with my fingers
any numbers we go over, and by writing and drawing prisms or
numbers on the board. I will also, repeating any questions or
information to be clearer, etc.
Guided Practice:
I will guide them by consistently checking in during the lesson, making
sure all students are engaged and listening, participating in the lesson
by building, and are understanding what is going on. I will repeat the
instructions, or ask students to pause in order to give more time for
students to think. If most students are stuck on a problem, I will guide
them by breaking down the problem step by step.
Independent Practice:
Students practice their learning independently during the lesson, by
building prisms individually and with their small group. Students should
be paying attention and consistently problem solving and thinking
during this lesson. In addition to actively participating, students should
ask questions if they are stuck at any point. After the lesson (and
during), I will ask for students to raise their hands to answer questions.
Closure:
To close this lesson, I will hold a class discussion, and ask students to
demonstrate either on the board or by raising their hand, to summarize
what they learned. I will ask a few questions, such as What did we do
in this lesson? Are there any remaining questions? and What did we
learn in this lesson?.
Assessment/Evaluation:
In order to be successful during this lesson, students must be paying
attention, actively listening and participating, and following directions.
I will be using formative assessment, checking in on students
throughout the lesson for comprehension. I will ask things such as

Give me a thumbs up if you are understanding this! or Raise your

hand if that question was a little difficult for you-lets go over that
before we move on.
Modifications/Differentiation:
To support students with IEP goals, I will modify the amount of
questions on the worksheet (I have one student who this strategy is
working well for), I know these students can be successful in problem
solving, I will speak clearly and give students extra clarification if
needed. I will also give more time to those who need it. In order to
support ELL students, I will draw the problems on the white board, and
hold it up so they can visually see the problem. Throughout the lesson,
if I notice students are struggling, I can adjust the problems or the
length of the lesson.