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September 25, 2015
Math 2304
Standards: Geometry and measurement. The student applies mathematical process standards to
understand, recognize, and quantify volume. The student is expected to:
(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of
volume and the volume of a three-dimensional figure as the number of unit cubes (n
cubic units) needed to fill it with no gaps or overlaps if possible; and [TEKS 5.6. A]
(B) determine the volume of a rectangular prism with whole number side lengths in
problems related to the number of layers times the number of unit cubes in the area of
the base.[TEKS 5.6.B]
General Goals: By the end of the lesson students will have a better understanding of the
concepts of volume as well as being able find the volume of the given figure. Students will meet
state standards by finding the volume and understanding cubic units. Students can use different
strategies to find the volume.
Objectives:
Students will identify concepts of volume which include length, width, and height.
[TEKS 5.6.A]
Students will find the volume of a prism as a class. [TEKS 5.6.B]
Students will use to cube to understand the meaning of cubic units. [TEKS 5.6.A]
Materials Needed:
-Cube handouts -Table
-Internet Access -Scissors
-Markers/Colors -Volume Worksheet
-Tape
Step-by-Step Procedures
Anticipatory Set:
1. Watch the Video, Volume for Grade 5
a. https://www.youtube.com/watch?v=aUxQ4p7CZ9Q
2. Talk briefly about the video.
Begin Lesson:
p. 3
1. Show the worksheet that has the outline of the cube and the final model of what the
cube should look like.
2. Pass out the worksheet which includes the outline of the cube.
3. Have students color and cut out the outline of the cube.
4. After doing this, students will then tape the edges of the paper which will make the
three dimensional cube.
5. I would then place a table in front of the class and now as a class we will make a
rectangular prism made of their cubes.
6. After constructing the prism, all students would sit back in seats. A worksheet will be
passed out. With this worksheet students will write down the length, width, height and
find out the volume for the figure that we have made.
8. Students will work on two volume problems independently and turn it in.
Independent Practice:
In this activity, students will not only be able to determine the length, height and width of a three
dimensional shape but also know what the meaning of cubic units means. After doing this class
activity, students will be given independent practice consisting of finding the volume as well as
identifying the length, width and height of a figure. This will not only be independent practice
but this also allows for a check of understanding from the students.
Possible misunderstandings:
Students may misunderstand the difference between 2D and 3D figures. The video in the
anticipatory set will it clear and give example of both. As a class we will also discuss the
difference of both and as well as have examples in front of the classroom.
Closure:
p. 4
At the end of the lesson, students will have gained a new perspective of volume and cubic units.
This math activity got everyone involved. Students can now find the volume and label the figure
that includes the height, length and width.
As I reflect on the lesson, I have realized that getting students involved makes math
exciting and fun. It can encourage others to think outside the box. Students can misunderstand
some concepts, but different activities can change the perspective from misunderstanding to
understanding.
CUBE OUTLINE
p. 6
Find the volume of the rectangular prism that we made in class. Show your work.
p. 7
Name___________________________________________ Date_______________________
1.
7 cm
3 cm
9 cm
2.
5 in
2 in
10 in
p. 8
1.
7 cm
3 cm
9 cm
2.
5 in
2 in
10 in
p. 9