Name: Stefanie Hughes Week 6 Lesson Plans (Lesson 2) Headings Academic Standard, District Goal Explanation 5.3.1.

1 Describe and classify three-dimensional figures including cubes, prisms and pyramids by the number of edges, faces or vertices as well as the types of faces. 5.3.1.2 Recognize and draw a net for a three-dimensional figure.

Objective(s) Learning Goal (s) Central Focus and Academic Language

5.3.2.1 Develop and use formulas to determine the area of triangles, parallelograms and fiures that can be decomposed into triangles. (Full Mastery) To reinforce students understanding of area concepts and units of area. Use formulas (l * w * h or B * h) to calculate the volumes of rectangular prisms. Define the base and height of a rectangular prism. Explore the properties of rectangular prisms. Write number sentences with variables to model volume problems.

Vocab: 1. Volume 2. Cubic unit 3. Rectangular prism 4. Face 5. Base (of a rectangular prism) 6. Height (of a rectangular prism) 7. Associative Property of Multiplication Assessment Study Link 9.8

Transitions

Opening

Students will be in their desks while they are listening and participating. When I give instruction for working with an elbow buddy, theyre to stay sitting unless they dont have an elbow buddy to use. Have students turn to page 321 in their Math Journals, and answer question 1. As a class, have volunteers that give the definitions they came up with, then give the book definitions of rectangular prism, faces, base, and height when it comes to volume.

Name: Stefanie Hughes Week 6 Lesson Plans (Lesson 2) Procedure Have students identify objects in the room that are rectangular prisms. Talk about Right rectangular prisms and Oblique rectangular prisms and how theyre different. Give students 24 centimeter cubes, and have them tear out Activity Sheet 8 form the back of their journals and follow the directions on journal page 321 to answer problems 2 and 3. Then the students will cut out patterns, fold on the dotted lines given, and tape the paper together to create an area to place the centimeter cubes into. They will then determine the base (B) of that shape using the cubes. Having them only fill in one layer of cubes, have the students talk about how many more layers of cubes theyll need to fill the paper box, how they discovered this answer, and what is the overall volume of the box. Ask students: If the number of cubes in one layer is the same as the number of square centimeters in the base (l * w), and the number of layers is the same as the height in centimeters of the box, how could we create a formula that represents this known information? Ask students to then make the shape of a rectangular prism with the volume of 24 cm3. Then ask the students to make a rectangular prism that has the length of 3 cm and a width of 2cm (base of 6 cm2) and a height of 4 cm. Show how the volume can be found: V= (l*w) * h=(3*2) *4 Have the students then rotate their rectangular prism so that it now has a length of 4cm, a width of 2cm (base of 8 cm2) and a height of 3cm. Show how the volume can be found: V= (l*w) *h= 3*(2*4) What do the two rectangular prisms have in common? Do the same process again, have the students work independently, on a rectangular prism with the dimensions of 2cm, 3cm, and 5cm. Review the formulas for finding the volume of a rectangular prism. Have each student tell an elbow buddy the formulas, and how theyre used. Math Journal page 321, 322, and Activity sheet 8. Study Link 9.7 Math Masters page 280 Smart board file Learnzillion PowerPoint Volume of Cuboids (Enrichment Worksheet)

Learnzillion PowerPoint

Closure

Materials

Name: Stefanie Hughes Week 6 Lesson Plans (Lesson 2) Resources Accommodations Everyday Mathematics textbook For students who want extra assistance or a quieter place to work, they can sit at the back circle table where they can ask questions freely and work at their own pace without the distraction of the other students. Many of the students are given options to either a visual way to practice, or a worksheet to practice. Many of the students enjoy the visual options and/or games that are involved. Volume of Cuboids worksheet I know Ive probably already said this before, but this lesson was the smoothest and most comfortable math lesson Ive had my entire student teaching experience! The presentation from LearnZillion was AMAZING! I had the students using their white boards to do each of the problems from the book instead of using their books. This way they could only do one problem at a time and not go ahead. It also allowed me to see their thinking process as they used their white boards. The LearnZillion presentation was spot on to the lesson plan I taught, and it was perfect enough not to completely bore the above level students, but enough so that the below level students were right with me the whole time! The idea of volume can be difficult for some students, and they really seemed to grasp the idea. I didnt end up getting to the 24 centimeter cubes because we ran out of time, but I feel like coming back to that after this lesson and how well they understood the concept will only help aid their understanding, and then the above level students can work on the Volume of a Cuboidal worksheet when they finish with the cubes early.

Modifications

Enrichment/extensions Self-Reflection