Lesson Title/Topic:

Finding Volume
Target Concept:
Understand that volume is the space an object takes up; be able to find volume using the formula
L x W x H; understand that volume is measured in cubic units.
Standards/Rationale:
111.7 Mathematics, Grade 5, Adopted 2012
4 (G) use concrete objects and pictorial models to develop the formulas for the volume of
a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s,
and V = Bh); and
4 (H) represent and solve problems related to perimeter and/or area and related to
volume.
Lesson Objectives:
By counting cubic units and using the
formula L x W x H, the student will solve 7
out of 9 volume problems correctly.

Assessment:
The student will complete a worksheet of
rectangular prism volume problems. The
student will color the cubic units different
colors, based on the length, width, and
height.

Materials:
Masking tape
A large cube or rectangular prism
Piece of paper
Notes page
Projector
Colors
Several empty containers of different sizes
Cubic units
Froot Loops, marshmallows
Glue
Cardboard
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
The teacher will have set up 4
different sized rectangles on the
floor. These squares will be made
from masking tape, measured in

The student will:

The students will divide into pairs.

The students will walk around the
room, solving for the area of the
masking tape rectangles.

inches.
The teacher will ask the students to
pair up with their shoulder buddy
(the person sitting next to them).
The teacher will explain that the
students will solve for the area of
the various rectangles on the floor,
using inches.
While the students calculate the
area of the shapes, the teacher will
monitor their work. The teacher
will offer guidance when necessary.
The teacher will then have the
students return to their seats.
The teacher will ask the class to
blow the answer for the first
rectangle into their hands, then
release the answer. The teacher will
repeat this with the other 3
rectangles.
If there are any wrong answers, the
teacher will address them briefly.

Teacher Input:
The teacher will explain that the
class just reviewed area because
they will be talking about
something that is related to area
volume.
The teacher will pass out notes
pages and ask the students to fill out
their notes during the lesson.
The teacher will ask if anyone
knows what volume is. The teacher
will choose a student to answer, and
guide the answer, if necessary, to
include volume is the amount of
space a 3D object takes up.
The teacher will discuss several
definitions of volume including: the
loudness of a sound, a series of
books, the amount that a container
can hold, or the amount of space an
object takes up.
The teacher will explain the
mathematical definition and have

The students will share their

answers for each of the rectangles,
using the blow and release
method of answering a question as
a class.
Any wrong answers will be
discussed briefly.

The student will listen while the

teacher discusses area and volume.
The students will raise their hand if
they believe they know what
volume is. The students will
contribute to the conversation as
appropriate.
The students will receive the notes
page and add to it as appropriate.
The students will mirror with words
volume is the amount of space a 3D
object takes up. This means the
students will repeat the phrase, and
will also mimic the gestures the
teacher makes.
The students will then write the
definition in their notes.
The student will raise their hand to
answer the question, what is
different between the paper and the
cube?
The students will answer the

the class mirror with words volume

is the amount of space a 3D object
takes up.
The teacher will then ask the
students to make sure they are
filling out their notes. The teacher
will give the students time to write
the definition of volume.
The teacher will note that
everything that takes up 3D space
has volume. For example, a cake
has volume and so does a book.
The teacher will note that area is
flat it is 2D. It is has two
measurements; it has only a length
and a width. The teacher will
illustrate this with a piece of paper,
the carpet in the room, and the
bottom of a rectangular prism.
The teacher will then show a cube
(or rectangular prism) and ask the
students what the difference is
between the paper and the cube.
The teacher will then explain that
volume is 3D it has three
measurements; a length, a width,
and a height. The teacher will
illustrate this with the space in the
room and a rectangular prism.
The teacher will ask, how do we
find volume?
The teacher gives the formula: L x
W x H. The teacher reminds the
students about their notes and gives
them time to write down the
formula.
The teacher then shows an example,
with the projector, of a rectangular
prism divided into cubic units.
The teacher will emphasize that
each of the cubes is one unit. The
teacher will note that they are
measuring in units for this example,
but they could easily measure in
centimeters or inches.
The teacher asks the class to count

question how do we find volume?

The students will write the formula
in their notes.
The students will count the length
and width for the example on the
projector.
Students will answer the question:
what looks familiar in this
formula? The answer should be
area.
The class, as a whole, will count the
height of the prism.
Students will then answer the
question what should we do now
that we have all of our
measurements? The answer should
be multiply.
Students will answer each step of
the multiplication process until the
solution is found.
Students will answer the question,
what were we measuring in; units,
centimeters, or inches?

the units of length, then the units of

width.
The teacher asks the class if L x W
looks familiar. The teacher will
guide the class in noting that this is
area. The teacher notes that this is
why area and volume are similar
in order to find volume, you have to
find the area, and then multiply it
by the height.
The teacher then asks the class to
count the height of the prism.
The teacher asks the class what they
should do now. The teacher guides
the class in stating that all of the
measurements must be multiplied.
The teacher notes that the numbers
can be multiplied in any order. The
teacher puts parenthesis around two
numbers that are being multiplied
first.
Once they solve the first set, the
teacher then shows that they must
multiply by the final number.
Once the answer is figured out, the
teacher will ask what the class was
measuring inunits, centimeters,
inches, etc.
The teacher notes there is one final
step. Because we are multiplying
three measurements (unit by unit by
unit), we need to have the units be
cubed. We will have a 3 in the
exponent spot.
If we were measuring in inches, it
would be 60 inches cubed. This can
also be called 60 cubic inches.

Guided Practice:
The teacher will divide the students
into groups of 3.
The teacher will give each group a
set of cubic units and 3 different
sized containers.
The teacher will explain that each
group will work together to find the

The students will divide into groups

of 3.
The students will take the cubic
units they were given and 3
different sized containers. They will
go to a different part of the room.
The students will work together to

volume of each container.

The teacher will note that each
person is reasonable for one of the
measurements: one person finds the
length, one person finds the height,
and the third person finds the
height.
The teacher will note that the
answers should be in units cubed.
The teacher will then instruct the
students that after they find all 3
volumes, they will switch
containers with another group. Then
they will compare their answers.
The teacher will walk around the
room, monitoring the students
work.
The teacher will offer
guidance/assistance as needed.

Independent Practice:
The teacher will ask the students to
get out their glue.
The teacher will pass out
marshmallows or froot loops
(students can choose) and a piece of
cardboard.
The teacher will give verbal
directions for the activity: the
teacher will explain that the
students will use the dimensions
listed on the paper and the materials
given to them to build a rectangular
prism (they will glue the items on
the cardboard base). The students
will then find the volume and write
down the answer.
The teacher will walk around the
room monitoring the students
progress.
The teacher will intervene when
help and guidance are necessary.
Closure:
The teacher will ask the students to
turn to their shoulder buddy and

find the volume of each container.

Each student will find a different
measurement. One student will find
the length, another will find the
width, and another will find the
height.
The students will then multiply to
find the volume.
The students will then switch
containers with another group and
repeat the previous steps.
The students will then compare
their answers with the other group.
The students will ask for teacher
assistance as needed.

The student will return to their des

and get their glue out.
They will receive materials from
the teacher.
The student will listen as the
teacher verbally instructs the
students on what needs to be done.
The student will complete the
activity: building a rectangular
prism from their materials and
finding the volume,
If a student needs assistance, the
student will ask the teacher for help.

The student will turn to their

shoulder buddy and tell them one

tell them one thing they learned

today about volume.
The teacher will then ask one of
the students to state what they
discussed. This will be done until
there are no original answers.

Options:
Enrichment:
The student who has mastered the
content will be able to explore more
real-life applications of finding
volume.
The student will take the
measurements of various objects in
the classroom.
They will then calculate the volume
of those objects.

Modifications/Correctives:
Any modifications will follow the individual
childs IEP.

References:

thing they learned about volume.

One of the students will share one
of the things the partners discussed.
Another student will do the same,
and so on, until all original ideas
have been stated.

Reteach:
For those students who do not fully
grasp the content, the teacher will
take them aside to a small group.
The teacher will show the student
how a 3D object can be made up of
layers of cubic units. This will be
done through a model that can be
taken apart in layers.
The student will count the cubic
units in each layer. The total will be
written down.
The teacher will then have the
student calculate the area of one
layer. The teacher will then explain
that each layer has the same amount
of area. The teacher will help guide
the student into multiplying the area
by the number of layers.
The student will then put the model
back together.
The teacher will then have the
student count the number of squares
for the length, for the width, and for
the height.
The teacher will guide the student
in multiplying the length, width,
and height.
The teacher will show the student
that all three methods show the
same number for the volume.

Lesson: Volume
Definitions:
Volume is the amount of space a 3D object takes up

Formulas:
Volume = length x width x height
V = L x W x H

Examples: