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Culture Documents
First 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)
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.
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 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
TYPE OF
LEARNER
ELL/MLL
Struggling
Accelerated
504/IEP
Student will find the volume of a cube (all side are the same length).
Others
(describe)
Materials (Optional)
Rectangular prism boxes
Unit cubes
Paper
Pencil
Ruler
Homework assessment
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.