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Lesson 1
Part 1: Planning for the Lesson

A. Standards

i. Key Content Standard:


5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
5.MD.4. Measure volumes by counting unit cubes.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).


The students will use unit cubes to demonstrate how to find the volume of rectangular prisms.

ii. Language Objective (transfer this from "Incorporating Academic Language"):


The students will explain volume in his/her own words using the sentence frame “Volume is _______”
and displayed vocabulary terms.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Teacher will record notes of student
thinking and areas of
competency/struggle during group work
Anecdotal notes
as well as individual work. When needed,
teacher will verbally clarify with a student
his/her thinking.
Students will use the predetermined
volume (36 cubic units) to create models
Build a Rectangular Prism worksheet
of rectangular prisms with varying
lengths, widths, and heights.
Students will 1. find the volume of the
given rectangular prism and 2. explain
Exit slip
volume in their own words (given the
sentence frame, “Volume is ______.”)

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Exit Slip (see above)

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,


special supplies)
● Unit cubes (singles)
● Inch cube (in.³)
● Clear, rectangular prism
- unit cubes fill the entire prism with no leftover space
● Volume poster
● Vocabulary chart (word, definition, and photo)
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- cube, unit cube, cubic unit, volume, solid figure, 3-D figure, right rectangular prism
- Will add on definitions throughout Lesson 1, 2, and 3
● “Build It” chart (My Math Grade 5 Volume 2, McGraw-Hill Education, 2014)
● Student handouts-
- Build a Rectangular Prism worksheet (Teaching to Inspire, Jennifer Findley, 2017)
- Exit slip

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (10 minutes):


● Ask students if they have ever played the guessing game, “How many M&M’s are in the container?”
Show students a clear container filled with cubic units, and ask students to guess how many cubic
units are in the container. Write student guesses on the board.
- Note: The container is a rectangular prism filled entirely with unit cubes with no additional
space.
● Tell students that by finding all of the unit cubes in the container, they are finding the volume. Explain
that volume is the amount of space inside a three-dimensional figure, and that volume is measured in
unit cubes.
- Think-Pair-Share with a partner what “volume” means to them; challenge students to give an
example of volume
● Write the learning objective on the board. Have the class chorally read the objective; “Students will
use unit cubes to demonstrate how to find the volume of rectangular prisms.”
● Ask students what a unit cube is. Anticipating they don’t know what a unit cube is, ask students how
we measure the following:
- 1-dimensional (example: a line; measured by inches),
- 2-dimensional (example: a shape or a piece of paper; measured by finding the area {length x
width})
- 3-dimensional (example: a rectangular prism; measured by finding the volume) figures.
Explain that to find the volume of a 3-dimensional figure, you must use a three-dimensional
shape to fill the space, such as the unit cubes that have filled the clear container. Highlight that
a unit cube is a shape, while a cubic unit is a measurement; direct students to the vocabulary
chart and read the definition of each.

Body of the Lesson (35 minutes):


● Show students three photos of rectangular prisms (shoebox, a bedroom, and an olympic-size
swimming pool). Ask students if they would use cubic units to find the volume, or if there is another
unit of measure to use;
○ Explain that different units of measurement can be used, as long as they are 3-
dimensional (cubic)
- shoebox: inches³ (show students the inch cube model)
- bedroom: feet³
- swimming pool: yards³
- Put the unit cube and inch cube next to each other. Ask students how these units of
measurement are similar (answer: they are both cubic)
- What does cubic mean (answer: they are 3-dimensional)
● Explain to students that the focus of today is to find the volume of rectangular prisms. Ask for a
student volunteer to explain what a rectangular prism is.
- A rectangular prism is a 3-dimensional figure with 6 rectangular faces.
● Show students Diagram 1. Instruct students to take out their single unit cubes. Ask students to find
the volume by building the model using their unit cubes. Ask students to determine whether their
model is the same as the one projected on the board by counting the length, width, and height. Have
a student volunteer their answer of
- 1. how many cubes were used, using the sentence frame, “___ cubes total were.”
- 2. what is the total volume, using the sentence frame, “The total volume is ____.”
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● Show Diagram 1, but flipped on its side.
- Ask students if the volume of the rectangular prism changes when it’s flipped onto its side. Call
on students to volunteer their explanations. Explain that the volume stays the same because
no unit cubes were added or taken away.
● Have students turn to page 949 of their workbook. Complete the first row (Prism A) as a class. Guide
students on building their prism by highlighting the length, width, and height.
● Have students complete the “Build It” chart individually, using their unit cubes.
- Direct struggling students to the volume chart, where a prism is illustrated with length, width,
and height.
- Provide the English learner with vocabulary cards to keep on her desk as an aid
● Once finished, have students work in their small groups to complete the handout “Build a Rectangular
Prism.”
- Monitor classroom and provide immediate feedback to groups when necessary.
- Direct struggling groups to the volume chart, providing a visual for length, width, and height.
● Bring the class together. Have a leader from each group share their answers. Write down the
contributions on a Built It worksheet, projected on the overhead to the class.
- If group leaders share the same dimension measurements but in a different order, highlight the
idea that the 3-dimensional figures were rotated or flipped, but still have the same volume of
36 cubic units.

Closure (10 minutes):


● Lead a discussion about how students students found the volume of rectangular prisms; add student
contribution to the volume chart. Discuss how today’s tasks connected to the learning objective
(example: students learned about what volume is by counting unit cubes to see how many it took to
“fill up” a rectangular prism and the dimensions provided)
● Choose a student volunteer to find the volume of the rectangular prism container from the
introduction; scaffold student by making sure they use the correct measurement (units³) when stating
the volume.
● Pass out the exit slip for students to complete individually. When students have completed the
problem and give a “thumbs up” to show they’ve finished, ask students to explain, in their own words,
what volume is on the back of their exit slip. Write the sentence frame “Volume is ____” on the board.
- After class, review exit slips and identify students who need additional support.
- In Lesson 2, provide small group instruction, vocabulary chart, and/or a quick reference guide
based on student needs.

Part 3: Incorporating Academic Language


1. Describe the rich learning task(s) related to the content learning objective.
- Students will construct rectangular prisms using cubic units to determine its volume when
given the length, width, and height.
- Students will work in groups to create multiple models of rectangular prisms with the same
volume of 36 cubic units.

2. Language Function:
Explain

3. Language Demands:
Vocabulary:
Key to this lesson: rectangular prism, cubic unit, volume, length, width, height

Syntax1: Volume is ______.

1
Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
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Discourse2: NA

4. Language Objective:
The students will explain volume in his/her own words using the sentence frame “Volume is _______”
and displayed vocabulary terms.

5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction Guided Practice Independent Practice
● - Teacher explanation -Student contributions to - Student contributions to
of the volume, cubed, whole-class discussion whole-class discussion
measurements and (kid/peer terminology) (kid/peer terminology)
how they are written - Think-Pair-Share - Students will write an explain
● -Pre-teach vocab terms ● Students share ways to of volume given the sentence
(providing foundation solve the problem frame, “Volume is ____” (used
and allowing equitable - Sentence frames to use in assessment)
access to lesson and during discussion/lesson and - Think-Pair-Share
curriculum); provide assessment ● Students share ways to
pictures and definition - Choral chant of learning solve the problem
● objective

2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

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