UNDERSTANDING BY DESIGN LESSON PLAN TEMPLATE

Grade Six Math

Volume

Stage 1 Desired Results (delete standards/ rows not needed for unit organizers)
Core Knowledge Standard(s)
Correlated Primary Mathematics units
Colorado Academic Standard categories
(Solid Figures) (Volume) (4. Shape, Dimension, and Geometric Relationships)
Problem Solving (All) (All)
Solve word problems with multiple steps
Solve problems with more than one operation,
according to order of operations (with and without a
calculator)
Geometry (Solid Figures, Circles, Volume, Angles, Graphs) (4. Shape, Dimension, and Geometric
Relationships)
Find volume of rectangular solids, or given the
volume find a missing dimension, using the formulas
V = lwh, or V = bh (in which b = area of base)
Alignment with Common Core Standards
Develop and apply formulas and procedures for
volume of regular prisms.
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. (CCSS:
6.G.2)
Show that volume is the same as multiplying the edge
lengths of a rectangular prism. (CCSS: 6.G.2)
Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and
mathematical problems. (CCSS: 6.G.2)
Develop and apply formulas and procedures for the
surface area.
Apply techniques for finding surface area in the
context of solving real-world and mathematical
problems. (CCSS: 6.G.4)
Interpret and model quotients of fractions through the
creation of story contexts. (CCSS: 6.NS.1)
Compute quotients of fractions. (CCSS: 6.NS.1)
Perform arithmetic operations, including those
involving whole-number exponents, in the
conventional order when there are no parentheses to
specify a particular order (Order
of Operations). (CCSS: 6.EE.2c)
Develop and apply formulas and procedures for
volume of regular prisms. Find the volume of a right
rectangular prism with fractional edge lengths by
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packing it with unit cubes of the appropriate unit

fraction edge lengths. (CCSS: 6.G.2)
Show that volume is the same as multiplying the edge
lengths of a rectangular prism. (CCSS: 6.G.2)
Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and
mathematical problems. (CCSS: 6.G.2)

Prior Knowledge and Skills: Future Knowledge and Skills:

Formulas for rectangular and triangular prisms (solid
figures unit, grades 4 and 5)
Rate (Ratio, Speed units)

Understandings (big ideas):

Volume is the amount of space an object takes up. We can find the volume of solids using mathematical
formulas for rectangular and triangular prisms. We can derive either the length, width, or height of a
rectangular prisms if we know its volume and two other measurements.
We can use the rate of flow to find the amount of liquid left in a container after a certain amount of time.

Knowledge Objectives: Skills Objectives:

Know and use domain vocabulary.
Memorize volume formulas for rectangular and
triangular prisms
Know that the surface area of a face can be used
with a depth measurement to find volume.
Memorize cubes for 1 10.
Domain vocabulary
Volume, rate, liters, cubic centimeters, milliliters, displacement, cuboid, surface area
Be able to find the volume of a rectangular and
triangular solid.
Be able to find the height of a rectangular solid, given
the volume, length, and width.
Be able to convert volume of a liquid to cm3 and vice
versa.
Solve word problems which involve the rate of flow of
a liquid.

Stage 2 Summative or Performance Assessment Evidence

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Final Assessment Evidence

Goals: 80% or better on cumulative portions of math tests

4 point gain on NWEA winter test for Tier 2 students
6 point gain by spring NWEA for Tier 1 students
70% met or exceeded on spring 2018 CMAS
Self-Assessments Other Evidence (assessments)

Math booster activities will be self or peer assessed. Classroom assessments, especially cumulative
portions.

Teaching Strategy/ Stage 3- Learning Activities

Research
Booster should include: Find the volume of a solid made of unit cubes
Find volume of rectangular objects by measuring and applying
(1) Frequent, cumulative formula
review Find volume in cm3 then convert to liters.
(2) Explicit, systematic Find height if given volume
instruction Memorize cubes
(3) Explicit word problem Practice multi-step word problems involving displacement
solving strategies Set up and solve conversions
(4) Opportunities for Find new height after a volume of liquid is poured into a second
concrete and pictorial container.
representation Find surface area of one face from volume
(5) Math fact fluency
Solve problems involving rate of flow
(6) Math vocabulary
Review: Speed, simplifying expressions, ratio, percent increase/
instruction
decrease, circumference of a circle
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Unit Lessons Daily Outline

Day 1
Learning Objective: Find volume using unit cubes

Teaching Strategies: (delete all that do not apply)

(1) Frequent, cumulative review
(2) Explicit, systematic instruction
(4) Opportunities for concrete and pictorial representation
Materials: Student Product:
Unit cubes Finding volume of unit cubes worksheet

Lesson Plan Outline:

Use unit cubes to find the volume of different sized cuboids. How many cubes would I use to
build cuboids with the following dimension?

1) L = 3, w = 3, h = 3
2) L = 4, 2 = 2, h = 3
3) L = 1, w = 2, h = 4
4) L = 4, w = 2, h = 1 (what do you notice about the volumes of these last two solids that
we found? They are equal.)

Next, do the same problems using the volume formula without unit cubes. The last 2
problems are a good example of the associate property of multiplication.

Find the volume of irregular solids using cubes. Use printed worksheet for problem sets:
http://www.commoncoresheets.com/Math/Volume/Finding%20Volume%20with%20Unit%2
0Cubes/English/1.pdf

Review:
Slope of a line: (-2, 3), (-4, 2)
21
21
2 2 4
=
4 3 7
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Unit Lessons Daily Outline

Day 2
Learning Objective: Find volume of objects. Find volume in cm3 then convert to liters.

Teaching Strategies: (delete all that do not apply)

(1) Frequent, cumulative review
(2) Explicit, systematic instruction
(4) Opportunities for concrete and pictorial representation

Materials: Student Product:

Large rectangular blocks or a shoe box
Triangular block
Empty rectangular container
Graduated cylinder
Cookie sheet
Lesson Plan Outline:

Stack triangular block on top of rectangular one.

Have students measure rectangular and triangular blocks and calculate the volume of
the two together.
Bring in an empty rectangular container. Calculate the volume in cm3, then tell
students to convert to ml.
Measure the same amount into a large graduated cylinder, then pour into the
rectangular container (make sure the container is on a cookie sheet). Were we correct
in our calculations of its volume?

Review:
Speed and rate problems
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Unit Lessons Daily Outline

Day 3
Learning Objective: Work on memorizing cubes. Find height if given volume

Teaching Strategies: (delete all that do not apply)

(2) Explicit, systematic instruction
(4) Opportunities for concrete and pictorial representation
(5) Math fact fluency
Materials: Student Product:
Whiteboards

Lesson Plan Outline:

Warm-up: Cubes race. Students compete to write cubes.
1=1
2=8
3 = 27
4 = 64
5 = 125
6 = 216
7 = 343
8 = 512
9 = 729
10 = 1000

Find height/ width when given volume:

Review:
simplifying expressions
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Unit Lessons Daily Outline

Day 4
Learning Objective: Practice multi-step word problems involving partially full tanks.

Teaching Strategies: (delete all that do not apply)

(1) Frequent, cumulative review
(2) Explicit, systematic instruction
(3) Explicit word problem solving strategies
(4) Opportunities for concrete and pictorial representation

Materials: Student Product:

Lesson Plan Outline:

An aquarium is a triangular prism with dimensions as shown. Find the volume of water in the
aquarium when it is half-filled.
V = (l x b x h) 1/2
V = (40 x 60 x 80) 1/2
V = (2400 x 80) 1/2
V = 1200 x 40
V = 48,000 cm3
V = 48,000 ml
The diagram shows a candle holder in the shape of a triangular prism. The candle holder is fill
with wax to of its capacity. Given there is 270cm3 of wax in the candle holder, what is its
height?
V = (b x l x h)
270 cm3 = (6 x 6) h x 3/4
270 = (36)h x 3/4
270 = 18h x 3/4
4/3 * 270 = 18h x (4/3)
360=18h
20cm = h

Review:
ratio
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Unit Lessons Daily Outline

Day 5
Learning Objective: Find new height after a volume of liquid is poured into a second
container. Find surface area of one face from volume. Find volume when some liquid is
displaced.

Teaching Strategies: (delete all that do not apply)

(1) Frequent, cumulative review
(2) Explicit, systematic instruction
(3) Explicit word problem solving strategies
(4) Opportunities for concrete and pictorial representation
(5) Math fact fluency
(6) Math vocabulary instruction
Materials: Student Product:
Paper or whiteboards

Lesson Plan Outline:

Find the volume of the following cuboids:

Liquid from the first tank is poured into a second. Given the following dimensions, what is the
height of the second tank?
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The base area of a rectangular tank is 720 cm3. It is filled with 7.2l of water. When a stone is
placed in the water, the water level rises to 14 cm. Find the volume of the stone.

Review:
percent increase/ decrease
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Unit Lessons Daily Outline

Day 6
Learning Objective: Solve problems involving rate of flow

Teaching Strategies: (delete all that do not apply)

(1) Frequent, cumulative review
(2) Explicit, systematic instruction
(3) Explicit word problem solving strategies
(4) Opportunities for concrete and pictorial representation
Materials: Student Product:
Paper or whiteboards

Lesson Plan Outline:

A rectangular tank is emptied at the rate of 2l/ min. If it takes 4 min to empty, what is its
volume?

A rectangular tank, measuring 20 x 30 x 30 cm is 2/3 filled with water.

a) What is the volume of the tank?
b) What is the volume of water in the tank?
c) If the water is drained at 3 liters per minute, how long will it take to empty the tank?

Review:
Area/ circumference of a circle