Calculating Volume

Name: Stephanie Willmarth

Subject of Lesson: Math: Calculating Volume
Grade Level: Fifth Grade

Date: Tuesday, April 22, 2014

Time Estimate: 20 minutes

PLANNING AND PREPARATION

Central Focus: Lesson Purpose and Rationale
Math is a subject that has many applications to other subjects as well as real-world situations.
As fifth grade students, the class is expected to make regular applications of mathematical
operations to real-world situations. Addition, subtraction, multiplication, and division are operations
that the fifth graders have become familiar with, and now must apply to word problems, other
subject areas, and everyday scenarios. Volume is a topic that applies to both Science and Math
a cross-content unit. Students must understand what volume is, how it can be represented, what
its importance is, and how it is calculated.
With the primary operation of multiplication being practiced when volume is calculated, students
receive practice in direct calculations of mathematical work and in conceptualizing volume.
Students will become familiar with calculating volume by multiplying the length, width, and height of
a rectangular prism, using accurate multiplication strategies and labeling the answer with an
appropriate unit of measurement. Students will practice multiplication strategies as well as the
significance of math in contexts outside of simple calculations.
Specific Common Core Learning Standards (CCLS)
Measurement & Data: Geometric measurement: understand concepts of volume and relate
volume to multiplication and to addition.
5. Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
b. Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right
rectangular prisms with whole-number edge lengths in the context of solving real world and
mathematical problems.
Pre-Assessment Data
The seven students in the class have all received direct instruction on volume and its formula.
In the whole-group setting with the classroom teacher, the students explored what the concept of
volume is using a hollow rectangular prism and cubes with a volume of one cubic centimeter.
Students then self-discovered the formula for volume, using this exploratory activity. Having a
visual representation of volume, hands-on activities for volume, and explicit instruction on the
formula for volume, the students are familiar with the unit. All students are in the habit of using
Volume = length x width x height to find the volume of a given rectangular prism. For about one
week, the students have focused on volume in the whole-group math environment.
With the New York State Math test soon approaching, teachers are emphasizing the review of
anticipated topics to be tested. Many teachers are thinking that volume will be an emphasized topic
on the NYS test. Therefore, as a pull-out special education teacher, I will focus the lesson on
volume review. Because students need to understand the concept and calculation of volume, a
real-life situation will be used. Students seem to make silly mistakes in multiplication, making
common calculation errors. Students also need practice in labeling answers to volume problems
with the correct unit, as this is a common error among the group.
Lesson Objectives
Given the dimensions of three rectangular prisms, the student will calculate the volume of three
rectangular prisms, labeling the answer correctly, with 66% accuracy.
Modifications/Accommodations
Modifications
Accommodations
All seven students within the math group are
- Student A will be provided individual support

provided with additional in-school support, giving

when performing calculations, when needed.
the special education teacher the opportunity to - Student A will be monitored closely for
modify classroom materials and worksheets to
correct work and for proper understanding of
best tailor the lesson to the students reading
the material.
needs.
Research-Based Strategies
- Direct vocabulary instruction defining volume verbally and in writing. The formula will
be provided in writing for reference.
- Nonlinguistic representation the students will calculate the volume of three tissue
boxes, using a hands-on approach for investigating volume.
- Reinforcing effort and giving praise occurs throughout the lesson to support student
thinking and active participation.
- Setting objectives and providing feedback the students understand the learning
objective of calculating the volume of three rectangular prisms. Feedback will be provided
to support the students in completing the learning goal.
- Homework and practice nightly homework is provided in which students review math
concept. Weekly reviews are also given to provide an overview of concepts to practice
within a math context.
- Questioning questioning will be used throughout the lesson to allow students to fill-in
missing information and draw important conclusions.
Materials/Resources
- Three tissue boxes of different brands
- Promethean projector with connected laptop
- Tissue Box Volume worksheet (one per student) - Pencil (1 per student)
- Miss Takes Errors presentation
Arrangement of Physical Space and Students
Whiteboard

Small Group Table

Small Group Table

Mrs. Frasers Work

Space

Mrs. Fabrettis Work

Space

Windows

Mrs. Sammons
Work Space

Bathroom

X
X
X

Mrs. Blodgetts Work

Space
Promethean

Steps
A. Introduction

INSTRUCTION
Key Questions, Comments, Directions, Assessments
Anticipatory Set: Weve been talking a lot about volume for the past
few lessons, and I know that you have become masters at volume!
Who can remind me of the formula that we use to find the volume of a

rectangular prism?
Prompt students to respond with to the question with Volume =
length x width x height. Write the formula on the Promethean as
students respond to the prompt.

B. Lesson Body

Hook: Display Miss Takes Errors document on the Promethean for

the students to see. Explain that Miss Take made three errors while
solving the given volume problem. Prompt the students to search for
the errors in Miss Takes work and to raise their hand upon finding
each mistake. When a mistake is found, ask the student to come up
to the Promethean to circle the mistake that was made. As each
mistake is found, generate a small discussion about the error and why
it is incorrect mathematical practice.
Great job on detecting the errors in Miss Takes work. Believe it or
not, the errors that Miss Take made while calculating the volume of a
rectangular prism are all common mistakes while working. Be aware
of these common mistake areas. Make sure that you are multiplying
the dimensions of the rectangular prism, that you copy all information
correctly, and that you label your answer appropriately.
Identify each common error on the Miss Takes Errors document
while reviewing the areas of mistake.
Model: Explain to the class that they will be practicing finding the
volume of multiple rectangular prisms throughout class. However, the
rectangular prisms are just shapes they are tissue boxes!
Review what volume means and how it relates to a tissue box.
Prompt students to think about the fact that the greater the volume of
a tissue box, the more tissues the box will hold.
Review the definition of dimension. Briefly discuss what the
dimensions of a tissue box are and where they are each located (i.e.
model the location of the length, width, and height).
Guided Practice: Distribute the Tissue Box Volume worksheet to
each student. Ask for a volunteer to read the scenario at the top of
the worksheet.
Why is it important to know the volume of a container that holds
objects?
What does it mean if a tissue box has a large volume? Can it hold a
few or a lot of tissues?
Ask for a volunteer to read the directions listed at the top of the
worksheet. Review the formula for calculating the volume of a
rectangular prism, listed at the top of the worksheet.
Designate two sets of partners and one group of three for the

students to work in (three separate groups). Explain to the class that

each group or partner set will be working with one another to
calculate the volume of three rectangular prisms, or three tissue
boxes. Describe that the tissue boxes will represent stations. Each
group will have three minutes to work at each station, and then must
rotate to the next station to calculate the volume of a different tissue
box. After each group has had three minutes at each of the three
stations, an additional two minutes will be allotted to complete any
calculations.
Ask students if they have any questions regarding the activity.
Independent Practice: Assign one tissue box for each group to
begin studying. Remind students that they will individually be
completing the chart at the bottom of the Tissue Box Volume
worksheet. Each student needs to record the dimensions of all three
tissue boxes, as well as each boxs volume.
Watch the clock to make sure that only three minutes is allotted for
work per tissue box station. Provide 1-minute, and eventually 30second reminders to students in order to assist in time management.
Encourage students to be working together to provide support for
group members. Respond to questions when needed, and provide
individual support if necessary. Monitor the progress and thinking of
each group, ensuring that conversations are on-task and work is
being completed accurately.

C. Closure

After three minutes has passed at the first tissue box station, prompt
the students to move to the next station to study a different tissue
box. Encourage the students to record their findings in the correct
spot on the worksheet. Repeat this process for Station 2 and Station
3 of the activity, continuing to monitor student work and to watch the
time.
After all three stations have been completed by each of the three
groups, allot two additional minutes for independent work. This will
allow students to check their written work, clarify any questions, and
finish any calculations that were not made during the activity.
Review the contents of the Tissue Box Volume worksheet. Ask for
volunteers to complete the chart on the Promethean, identifying both
the dimensions and the volume of each tissue box. As a class,
review the results of each brand of tissue box.
Prompt discussion with big-idea questions, including:
What tissue box brand has the greatest volume?
What tissue box brand has the smallest volume?
How does volume of a tissue box affect the product quality?

Is this information helpful to you as a customer?

D. Follow-up Activities

What other information would be helpful to consider when purchasing

a brand of tissues?
- Continue to practice calculating the volume of rectangular prisms
using the formula, Volume = Length x Width x Height. Practice in
multiplication and labeling answers appropriately will also be helpful in
answering volume-related questions.
- Explore other topics related to volume, including various units of
measurement and more complex volume problems. Continue to
practice volume in the context of word problems, and multi-step
volume problems to promote problem solving.
- Review volume in weekly packets that are sent home for weekend
homework.