Volume and Surface Area Unit Plan

Handouts: Creating a Unit Plan
Handout: Unit Plan Template

Name:
Kelsey Sullivan
Date:
2/18/15
**Attach Unit Assessment.
UNIT INFORMATION
**Cut and paste this information from the applicable unit within your Long Term Plan**
Grade/Subject:
5th and 6th Grade Geometry
Unit Name:
Volume and Surface Area of 3D Shapes
Length of Unit:
10 days
UNIT STANDARD
**Cut and paste this information from the applicable unit within your Long Term Plan**
5th Grade Standards:
5.MD.C.3: Recognize volume as an attribute of solid figures and understand
concepts of volume measurement
a. A cube with side length 1 unit, called a unit cube, is said to have one cubic
unit of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes
is said to have a volume of n cubic units.
5. MD.C.4: Measure volumes by counting unit cubes, using cubic cm, cubic, in,
cubic ft., and improvised units.
5. MD.C.5: Relate volume to the operations of multiplication and addition and
solve real world and mathematical problems involving volume.
Learning Goals
a. Find the volume of a right rectangular prism with whole-number side lengths by
(Highlighted
packing it with unit cubes and show that the volume is the same as would be found
standards are being
by multiplying the edge lengths, equivalently by multiplying the height by the area
tested. The other
of the base. Represent threefold whole-number products as volumes.
b. Apply the formulas V=l x w x h and V=B x h for rectangular prisms to find
ones are just being
volumes of right rectangular prisms with whole number edge lengths in the context
covered and are
of solving real world and mathematical problems.
included for my
c. Recognize volumes as additive. Find volumes of solid figures composed of two
reference)
non-overlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
6.G.A.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=lwh and V=Bh to find volumes of right rectangular
prisms with fractional edge lengths in the context of solving real-world problems.
6.G.A.4 Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures. Apply
these techniques in the context of solving real-world and mathematical problems.
Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)
R: Prior to this unit, my students will have needed to covered area as volume and
surface area do not make sense unless mastery of area has occurred. Each of my
classes will be starting volume once they have completed the area unit. Also, the 6th
graders will be covering the 5th grade standards as a refresher. The 5th grade
standards require one to go more into depth about why volume works and I feel that is
important to review.
E: During the unit I will further their knowledge by planting seeds for future grades. 5th
graders will be learning the 6th Grade standards such as surface area, as I feel planting
the seeds for next year will make the process of surface area much easier. Also, I am
teaching them all how to find the volume of a triangular prism, which is a standard for
neither grade. I feel this extension will be helpful and a great way to further thinking
and require students to apply their prior knowledge of prisms and areas to solving for
the volume of a triangular prism. I will also bring content together by taking what we
know about algebra and applying it to the formula equations we use in geometry to
help students find missing side lengths if given the volume. I will also deepen students
knowledge by applying these concepts to the real world and having them solve real
world situations.
Curricular
Resources
Self made Power Points that aid instruction during lesson

iPad to aid in instruction
Worksheets provided by mentor that are used for homework and review and
to further learning.
White boards used during guided practice
Individual investment plan created by myself to help students track their own
mastery
Test for each grade level compiled by myself with the guidance of my mentor
and her old tests and resources.
Boxes and rulers to be used to measure real life volume and surface area
Content videos to aid lessons:
o Volume is additive: https://www.youtube.com/watch?v=3ZioQ71VrXc
o Volume: https://www.youtube.com/watch?v=u2TRb5nUnwE
Step 1: Creating Vision and Planning for Assessment

Unit Plan - GOAL
100 % of students will demonstrate mastery of 80% of volume and surface area content knowledge
of standard on test.
Unit Plan Planning For Assessment

How will I measure my Unit Goal?
Students will be taking a 15-question math test with a bonus question that will require them
to apply their knowledge and solve problems. They will have to find the volume by using
the formula for volume. They will also have to find surface area by finding the area and
adding all the sides or using a net. Each of the major standards will have eight or nine
problems they will have to apply the content for mastery. I have one minor standard that
will only have one problem as it piggy backs off of the other major standard and only
requires one problem. If the students get at least 17.5 of the points, they will have obtained
mastery of the standards and have achieved the unit plan goal.
How will I measure progress toward the Unit Goal?

Within the unit, I will assign homework. Students are to track their mastery of homework
using and individual investment plan. If they get 80% of the problems correct on their
homework, they can check off mastery on their investment plan. This will help students
measure their progress towards the goal and help me check to see how they are doing. I
will also use daily formative and informal assessments. These will come in a variety of
forms, such as show me 1, 2, or 3 to let me know how comfortable you are feeling or
whiteboard guided practice where I can do a quick assessment to see if most of the class
understand the problems and if I need to pull a small group. Also, while we correct our
homework I can do another assessment. This is a great time for me to address questions
and assess how well my students understand the content and figure out if I need to retouch
on an area. The review day at the end will also be very telling as to if we are ready for the
final test.
Unit Plan Big Ideas

The big idea that I want my students to walk away with is how to find the volume
and surface area of any rectangular prism. They will be able to use the formulas
V=l x w x h or V=B x h to find volume. They will also be able to find missing side
lengths using algebra if already given the volume. They will also know that one can
add volume together for a total volume or even break up a composite figure up to
find its volume by adding each part together. They will also be able to find surface
area by using a net, or finding the area of all the sides and adding them together.
They will be able to apply these skills to real world situations and even later in their math
education when finding the volume of other prisms that are not rectangular. This unit is the
foundation for many other units and is an important one to obtain mastery of.
Standard #
th
5
5. MD.C.5b
6th
6.G.A.2
Standard
th
5
Apply the formulas V=l x w x h and
V=B x 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.
6th
Find the volume of a right
Aligned Item #s
th
th
5 and 6 Test
#s 1, 2, 3, 4, 5, 6,
13, 14
Points Possible
#1-3, 13, 14 are 1 point apiece.
#4-6 are 2 points apiece, 1 point
for volume and 1 point for
surface area. For this section,
only 1 of their points applies.

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=lwh and V=Bh to find
volumes of right rectangular prisms
with fractional edge lengths in the
context of solving real-world
problems.
IMPORTANT NOTE:
These two standards are really the
same thing, it is just 5th grade just
requires whole numbers and 6th
graders require fractions. These
are the only standards that do not
overlap for the two grade levels. As
a result, I made two different tests,
one for 5th grade, and the other for
6th grade. They are the same test, I
just changed the numbers on some
of the problems to be fractions or
decimals for the 6th grade test.
5. MD.C.5c
6.G.A.4
5th and 6th

Recognize volumes as additive.
Find volumes of solid figures
composed of two non-overlapping
right rectangular prisms by adding
the volumes of the non-overlapping
parts, applying this technique to
solve real world problems.
5th and 6th
Represent three-dimensional figures
using nets made up of rectangles and
triangles, and use the nets to find the
surface area of these figures. Apply
these techniques in the context of
solving real-world and mathematical
problems.
# 15
#s 4, 5, 6, 7, 8, 9,
10, 11, 12
1 point
#4-6 are 2 points apiece, 1 point

for volume and 1 point for
surface area. For this section,
only 1 of their points applies.
#7, 11 are one point apiece. #810, 12 are two points apiece,
one point for the net, one point
for the surface area.
Total: 22 points
Step 2: Lesson Objectives

Standard
All taught to both except fractions not taught
to 5th graders.
th
5 Grade Standards:
5.MD.C.3: Recognize volume as an
attribute of solid figures and understand
concepts of volume measurement
a. A cube with side length 1 unit, called a
unit cube, is said to have one cubic unit
of volume, and can be used to measure
volume.
b. A solid figure which can be packed
without gaps or overlaps using n unit cubes
is said to have a volume of n cubic units.
5. MD.C.4: Measure volumes by counting
unit cubes, using cubic cm, cubic, in, cubic
ft., and improvised units.
5. MD.C.5: Relate volume to the operations
of multiplication and addition and solve real
world and mathematical problems involving
volume.
a. Find the volume of a right rectangular
prism with whole-number side lengths by
packing it with unit cubes and show that the
volume is the same as would be found by
multiplying the edge lengths, equivalently
by multiplying the height by the area of the
base. Represent threefold whole-number
products as volumes.
b. Apply the formulas V=l x w x h and V=B
x 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
Daily Lesson Objective(s)

Day 2 and 3
Objective: SWBAT calculate the volume of a
rectangular prism or cube by multiplying the length
width and labeling it with the appropriate units with
80% accuracy.
Day 5
This is the content EXTENSION day of
these standards. The first objective
will be tested, as algebra is a 5th and
6th grade standard. The triangular
prism will be the extra credit question
as it is not part of their standards.
Objectives: SWBAT find missing side lengths by
using algebra and the volume formula with 70%
accuracy as this will not be tested, just a preparation
for next year.
SWBAT calculate the volume of triangular prisms
using what they know about the area of triangles with
70% accuracy as this will not be tested, just
preparation for next year.
# of
days
1 day =
xx min.
3
days
45
min
each
Lesson Plan Notes

Day 2
Students will be taking notes today. This is
the first day of the volume unit. The first
day was made up of the pre test and
explaining what an investment plan is and
how it works since this is a new concept for
them. Common core has introduced this
formula A=Bxh that works for all prisms.
This will take the students a while to get
used to as they are more used to V=lxwxh.
I will go over a lot of the vocabulary words
for the unit today. Today is the major notetaking day of the unit. We may get to some
guided practice, depending on how many
questions the students have.
I have a great video to show today that
does a really good job at showing volume as
a visual, which is hard to do by myself as
volume is 3D and the white board and
power point is 2D. https://www.youtube.com/watch?
v=u2TRb5nUnwE
Day 3
This is the continuation of day 2. Here we
start more of the guided practice and get
students trying this out for themselves. The
6th graders will have to do fractions and
decimals with volume. I will have to do a
quick mini review lesson on the matter
especially how to multiply mixed numbers,
as that was done in the beginning of the
year. Today we should solidify our
understanding of volume through practice

problems.
th
6 Grade Standards:
6.G.A.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=lwh and
V=Bh to find volumes of right rectangular
prisms with fractional edge lengths in the
context of solving real-world problems.
Both 5th and 6th Grade

volume.
c. Recognize volumes as additive. Find
volumes of solid figures composed of two
non-overlapping right rectangular prisms by
adding the volumes of the non-overlapping
parts, applying this technique to solve real
world problems.
and homework will be assigned.
Day 4
Objective: SWBAT calculate multiple volumes and
add the volume together to find the total volume.
1
day
45
min
(Skip to day 4 as that makes more sense

before you read day 5)
Day 5
We return to these standards when we do
our extension day. Algebra and
manipulating equations is something our
students struggle with. I also think showing
how math mixes and not just as separate
subjects with in, is important. We will also
add the component of practicing finding the
volume of a triangular prism. This is the
true extension as this is not a part of their
standards and will be extra credit on their
test. I think it helps further their
understanding of the formula A=Bxh and
will at least plant the seeds for the future.
First we will grade the homework from day
4. Then we will check for mastery and fill
out our individual investment plans. Then,
we will take some notes, show them some
examples and then have them try it out
together on white boards.
They will get homework.
Day 4
First we will grade homework and make
sure there are no questions from the
previous day. We will then check for
mastery and fill in our individual investment
plans.
Then, we will go into volume being additive.
We will take a few notes and do a few
examples. They notes will be shorter as
they know about volume and they have
done area of composite shapes before, this
just adds the volume component. Volume of
composite shapes requires students to
break up the shape into shapes they know
and find the volume of each and add them
together. I have a cool video to show them
Both 5th and 6th Grade

6 Grade Standards:
6.G.A.4 Represent three-dimensional
figures using nets made up of rectangles
and triangles, and use the nets to find the
surface area of these figures. Apply these
techniques in the context of solving realworld and mathematical problems.
Day 6
Objective: SWBAT calculate the surface area by
using nets and other techniques with 80% accuracy.
1
day
45
min

volume.
problems.
world problems.
These objectives are to deepen

understanding of volume and
surface area by applying it to
the real world. The objective
itself will not be tested, but it
will support objectives and
standards that are being tested
by deepening students
understanding.
Day 7
Objective: SWBAT calculate the Surface Area and
Volume of random boxes by measuring them and
plugging the measurements into the formula.
2
days
45
min
each
th
Day 8
Objective: SWBAT apply Surface Area and Volume
to a real world problem involving a man trying to buy
too. (https://www.youtube.com/watch?v=3ZioQ71VrXc)
We will do guided practice on the iPad and
white boards.
Students will get homework.
Day 6
plans.
Then we will start notes. Today will be the
next most extensive note-taking day. This
day has the potential to become two days,
but since they know the concept of area, it
is just learning how to apply it to 3D shapes
and learning various techniques to solving
for surface area.
We will talk about nets and the formula.
Students will try to do problems of each so
they know how to use both. Then they will
do more guided practice on whiteboards
and hopefully get homework at the end of
the period if all goes well.
Day 7
plans.
Today should be the solidifying day for
surface area and volume. Today they get to
find the real actual volume and surface area
of boxes they can touch and see in actual
three-dimensional. I will set up stations
around the room with various size boxes.
Students will be in groups of three and must
go to at least 6 stations. There will only be
2 groups at each station allowed. Today
should be a really fun hands-on, exploratory
day. Hopefully this helps students that

Unit Review and

Assessment
volume.
need a more hands on experience. No

homework will be given. I will walk around
and assist students as needed.
a fish tank.
Day 8
Today will be another solidifying day. Today
we will be working through the various
issues a man faces as he buys a fish tank.
They will work in groups of two on this
packet that I will hand out. This will show
how volume is used in the real world and
will help them solve world problems and
think critically about volume and surface
area and how they can be used. Again I will
walk around and assist students as needed.
If they do not finish the packet, it will be
homework. Each student will have to turn
in a packet. This will transition very nicely
for our review day. By the end of this
lesson, students should have a solid
understanding of volume and surface area
and be ready to test for mastery. The
review the next day will be helpful so the
can become familiar again with the types of
problems they had on their test. This will
aid them in studying for their test which will
be day 10 if the unit carries on as
scheduled.
Day 1
Objective: SWBAT begin the process of learning
volume and surface area by showing what they
already know on a pretest and become invested in
the unit by participating in the investment plan.
Day 9
Objective: SWBAT review for their test so they can
get mastery by applying their content knowledge with
80% accuracy or higher.
Day 10
3
days
45
min
each

problems.
world problems.
th
6 Grade Standards:
Objective: SWBAT show they have mastered the

content by achieving a score of 80% or better to
prove mastery.
TOTAL
10
Days/
450
min
STEP 3: Calendar
CALENDAR OF DAILY OBJECTIVES
Febuary 2015
Monday
2
Tuesday
3
Wednesday
4
Thursday
5
Friday
6
9 DAY ONE OF UNIT

10 DAY TWO OF UNIT
11 DAY THREE OF UNIT
12 DAY FOUR OF UNIT
13 DAY FIVE OF UNIT
Today is an EXTENSION of
5. MD.C.5: Relate volume to the 5.MD.C.3: Recognize volume as 5. MD.C.5: Relate volume to the 5. MD.C.5: Relate volume to the these standards:
operations of multiplication and
an attribute of solid figures and
addition and solve real world
understand concepts of volume
5. MD.C.5: Relate volume to the
and mathematical problems
measurement
involving volume.
a. A cube with side length 1 unit, involving volume.
involving volume.
b. Apply the formulas V=l x w x
called a unit cube, is said to
c. Recognize volumes as
h and V=B x h for rectangular
have one cubic unit of volume, h and V=B x h for rectangular
additive. Find volumes of solid
involving volume.
prisms to find volumes of right
and can be used to measure
figures composed of two nonb. Apply the formulas V=l x w x
rectangular prisms with whole
volume.
overlapping right rectangular
number edge lengths in the
b. A solid figure which can be
prisms by adding the volumes of prisms to find volumes of right
context of solving real world and packed without gaps or overlaps context of solving real world and the non-overlapping parts,
mathematical problems.
using n unit cubes is said to
applying this technique to solve
th
have a volume of n cubic units. 6 Grade Standards:
real world problems.
context of solving real world and
5. MD.C.4: Measure volumes by 6.G.A.2 Find the volume of a
figures composed of two noncounting unit cubes, using cubic right rectangular prism with
What: Adding Volumes
cm, cubic, in, cubic ft., and
fractional edge lengths by
Objective: SWBAT calculate
6.G.A.2 Find the volume of a
prisms by adding the volumes of improvised units.
packing it with unit cubes of the
multiple volumes and add the
right rectangular prism with
the non-overlapping parts,
5. MD.C.5: Relate volume to the appropriate unit fraction edge
volume together to find the total fractional edge lengths by
lengths and show that the
volume.
appropriate unit fraction edge
involving volume.
a. Find the volume of a right
formulas V=lwh and V=Bh to
rectangular prism with wholefind volumes of right rectangular
number side lengths by packing prisms with fractional edge
it with unit cubes and show that
lengths in the context of solving
volumes of right rectangular
the volume is the same as would real-world problems.
prisms with fractional edge
volume is the same as would be be found by multiplying the edge
lengths, equivalently by
What: Volume Continued
real-world problems.
multiplying the height by the
Objective: SWBAT calculate the
area of the base. Represent
volume of a rectangular prism or
What: Practice Algebra using
Handouts: Creating a Unit

6.G.A.4 Represent threedimensional figures using nets
made up of rectangles and
triangles, and use the nets to
find the surface area of these
figures. Apply these techniques
in the context of solving realworld and mathematical
problems.
Plan
threefold whole-number
products as volumes.
context of solving real world and
What: Pre-Test and Introduction appropriate unit fraction edge
to what an Investment Plan is.
Begin Volume if there is time.
Objective: SWBAT begin the
process of learning volume and
surface area by showing what
they already know on a pretest
and become invested in the unit prisms with fractional edge
by participating in the
investment plan.
What: Volume introduction and
explanation of units.
volume of a rectangular prism or
cube by multiplying the length
width and labeling it with the
appropriate units with 80%
accuracy.
cube by multiplying the length

width and labeling it with the
appropriate units with 80%
accuracy.
the Volume formula and

Volumes of Triangular Prisms.
Objectives: SWBAT find
missing side lengths by using
algebra and the volume formula
with 70% accuracy as this will
not be tested, just a preparation
for next year.
SWBAT calculate the volume of
triangular prisms using what
they know about the area of
triangles with 70% accuracy as
this will not be tested, just
preparation for next year.
Handouts: Creating a Unit

16 DAY SIX OF UNIT
6.G.A.4 Represent threedimensional figures using nets
problems.
Plan
17 DAY SEVEN OF UNIT
18 DAY EIGHT OF UNIT
19 DAY NINE OF UNIT
20 DAY TEN OF UNIT
th
th
th
th
5 Grade Standards:
5 Grade Standards:
5 Grade Standards:
5 Grade Standards:
5. MD.C.5: Relate volume to the 5. MD.C.5: Relate volume to the 5. MD.C.5: Relate volume to the 5. MD.C.5: Relate volume to the
involving volume.
involving volume.
involving volume.
involving volume.
What: Surface Area and Nets
Objective: SWBAT calculate the context of solving real world and context of solving real world and context of solving real world and context of solving real world and
surface area by using nets and
other techniques with 80%
accuracy.
figures composed of two nonfigures composed of two nonfigures composed of two nonfigures composed of two nonoverlapping right rectangular
prisms by adding the volumes of prisms by adding the volumes of prisms by adding the volumes of prisms by adding the volumes of
volume is the same as would be volume is the same as would be volume is the same as would be volume is the same as would be
find volumes of right rectangular find volumes of right rectangular find volumes of right rectangular volumes of right rectangular
lengths in the context of solving lengths in the context of solving lengths in the context of solving lengths in the context of solving
6.G.A.4 Represent three6.G.A.4 Represent three6.G.A.4 Represent three6.G.A.4 Represent threedimensional figures using nets
dimensional figures using nets

problems.
23

problems.

problems.

problems.
What: Real World Volume and

Surface Area
Surface Area and Volume of
random boxes by measuring
them and plugging the
measurements into the formula.
What: Problem Solving Volume

and Surface Area.
Objective: SWBAT apply
Surface Area and Volume to a
real world problem involving a
man trying to buy a fish tank.
What: Review for Test

Objective: SWBAT review for
their test so they can get
mastery by applying their
content knowledge with 80%
accuracy or higher.
What: Test
Objective: SWBAT show they
have mastered the content by
achieving a score of 80% or
better to prove mastery.
24
25
26
27
Assessment
The first picture is the 5th grade front page.
The second picture is the 6th grade front page.
The third picture is the 5th grade second page
The fourth picture is the only problem on the 6th grade test that is different from the 5th grades second page.
The fifth picture is the 5th and 6th grade third page.

Volume and Surface Area Unit Plan

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Volume and Surface Area Unit Plan

Загружено:

Авторское право:

Доступные форматы

Handouts: Creating a Unit Plan

Handout: Unit Plan Template

**Attach Unit Assessment.

5th and 6th Grade Geometry

Volume and Surface Area of 3D Shapes

Handouts: Creating a Unit Plan

Self made Power Points that aid instruction during lesson

Step 1: Creating Vision and Planning for Assessment

Unit Plan Planning For Assessment

Handouts: Creating a Unit Plan

How will I measure progress toward the Unit Goal?

Unit Plan Big Ideas

Handouts: Creating a Unit Plan

5th and 6th

#4-6 are 2 points apiece, 1 point

Handouts: Creating a Unit Plan

Step 2: Lesson Objectives

Daily Lesson Objective(s)

Lesson Plan Notes

Handouts: Creating a Unit Plan

Both 5th and 6th Grade

and homework will be assigned.

(Skip to day 4 as that makes more sense

Handouts: Creating a Unit Plan

Both 5th and 6th Grade

5th Grade Standards:

These objectives are to deepen

Handouts: Creating a Unit Plan

Unit Review and

need a more hands on experience. No

Handouts: Creating a Unit Plan

Objective: SWBAT show they have mastered the

Handouts: Creating a Unit Plan

9 DAY ONE OF UNIT

Handouts: Creating a Unit

cube by multiplying the length

the Volume formula and

Handouts: Creating a Unit

Handouts: Creating a Unit Plan

find the surface area of these

find the surface area of these

find the surface area of these

What: Real World Volume and

What: Problem Solving Volume

What: Review for Test

Handouts: Creating a Unit Plan

Handouts: Creating a Unit Plan

Handouts: Creating a Unit Plan

Handouts: Creating a Unit Plan

Вам также может понравиться