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Lesson Plan

Teacher: Anna Hibbard


Subject Area: Math
Grade Level: 6th Grade
Lesson Title: Finding the Volume of a Rectangular Prisms
Objective: Using the formula V = l w h or V = B h , students should be able to find the
volume of rectangular prisms.
State Standard:
Geometry and Measurement
A. Solve problems involving area, surface area and volume.

Find the volume of a right rectangular prisms


a. Understand that the volume of a right rectangular prism can be found by filling
the prism with multiple layers of the base
b. Apply V = l w h and V = B h to find the volume of right rectangular prisms

Material: Wood Rectangular Prism, MathLink Cubes, Calculators (For every student), Copies of
Practice Problems (to work on as a class), Copies of Volume Worksheet (to work on
individually), http://www.mathworksheets4kids.com/,
Introduction / Anticipatory Set / Hook: I will start off class by telling students that they will be
learning how to calculate the volume of rectangular prisms and then show them the wood
rectangular prism.
Procedure:
1. Direct Instruction:

Purpose: The purpose of today's lesson is to learn how to find the volume of
rectangular prisms.

Input: I will have a wooden rectangular prism in my hand and show it to the
students. I will explain how all rectangular prisms have 6 faces and 2 of the faces
are squares. I will point to or name a few examples of rectangular prisms. A
couple examples could be the classroom, a book, or dice. And I will also explain
how the volume is how much space something takes up.

Modeling: Before class starts I will put a rectangular prism on every student's
desk, made out of MathLink cubes. Each group of desks should also have the
same exact rectangular prism so they can work together. Using these I will have

them try to figure out the volume of the rectangular prisms (which would be how
many cubes were used to make the rectangular prism) without taking it apart. I
will ask them questions to get them thinking or help them but I won't tell them the
answer until they have had a few minutes to work it out. An example of a
question I might ask is if there are nine cubes on the bottom layer and there are
three layers, then how many cubes are there total? Once they have had a few
minutes to try to figure it out I will justify their answers, if they managed to figure
out on their own. But if they werent able to figure it out I will explain how they
would figure it out. They would do this either by taking the area of the base times
the height or by taking the length times the width times the height. Either way you
would get the same answer.

Guided Practice: I will make copies of the practice problems worksheet for every
student and we will work through them as a class. I might also give them a little
time to work with a partner or independently on parts of the problems or certain
problems. And then when they are done I will give them the answer and ask if
there are any questions on how I got my answer. Here is the link to that
worksheet:
https://drive.google.com/a/cpsk12.org/file/d/0B7FmIEI49PhddjN1cjNQSUh6N3M/
view?usp=sharing

2. Independent Practice:

The independent practice will be done after doing the practice problems as a
class. There is a worksheet that is one page for the students to work on
independently. The link to this worksheet is:
https://drive.google.com/a/cpsk12.org/file/d/0B7FmIEI49Phdd2s1dVYxTGhZLVE/
view?usp=sharing. There is an answer key attached to it as well. While solving
these I will help the students if they need it but for the most part they will be doing
it on their own.

3. Closure: I will wrap up the lesson by going over everything that they learned in that day.
And I will ask how the students feel about the lesson by showing me a thumbs up or
thumbs down and if they have any questions.
4. Assessment: The assessment will be the worksheet. If they were able to do it on their
own without help I will know that they have learned the objective but if they can't do it on

their own I will know that they need more practice or some more explanation on how to
solve them.
5. Accommodations:

For a student who cant stay on task very well, I will put them around students
who can help them focus.

For visual learners I will show them the wooden rectangular prisms. For
kinesthetic learners, they will learn by figuring out the volume on their own.

For interpersonal learners, they will learn by working with groups to figure out
how many MathLink cubes were used to make the rectangular prisms. For
intrapersonal learners, they will learn by doing the worksheet on their own.

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