Name:

Abel Esparza
LESSON PLAN GUIDE
TEKS: (C2) Objective: (C3)
5.6.B The student is expected to determine the volume of a Students will be able to solve for the volume of a
rectangular prism with whole number side lengths in rectangular prism by constructing and building their
problems related to the number of layers times the number own rectangular prism with 100 hundreds cube block
of unit cubes in the area of the base. manipulatives with several layers in 15 minute session
with a__partner;
Specific they
Measureable will be ableRelevant____Time
__Attainable___ to multiply the____
numbers
Grade:5th Subject: Mathematics
for length, width and height and find the volume.

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
Students will use the frayer model to in the
What skills must be taught: lesson and label the rectangular prism with
Volume, rectangular prism, multiplying, adding, layers, sides: length, the appropriate vocabulary with different
width and height. colors.

Assessment: (C5)As an exit ticket, students will have to draw their rectangular prism model, in it they will have the formula
for Volume and the students will show their work for finding the volume to their prism.
Must include labeled sides with a correct unit.

Strategies for Success: (C6) Element of Technology: (C6)

Students will Students will present their assignment and EXPLAIN how
-construct and build they found the volume to the prism by giving a quick
- frayer model SPEECH on an approved technology app at school.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – drawing and labeling the prism -100 hundreds cube blocks
-chart paper
Auditory – Pair-Share-Talk -color pencils
-pencils
Kinesethic – -ipad
Building the prism

Higher Order Questions to ask: (C6)

1. How can you assemble a prism and identify the volume?

2. Evaluate and defend the answer to the volume to your created prism.
3.
Explain and differentiate how Length, width and height and how does it relate to volume?

Hook: (C7)Students will be in groups and each group will
take a guess at how many M&Ms fit into a
rectangular prism. The group will talk and make
an estimated guess, the group that figures it out
will win! Students will then explain that today
they will learn a way how to figure out volume
and without guessing.
Closure: (C7)Students will use 3-2-1 and write about 3
things they learned, 2 things they have a
question about, and 1 thing they want the (me)
the instructor to know. Students will write this
on an index card given and collect them at the
end of the lesson.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Teacher will begin with a hook and mini lesson. The lesson will explain how the teacher build a
building with several floors using a 100 hundred blocks and how I found the volume, distinguishing
between the sides; length, width and height. Teacher will then model and show how he can multiply
the given numbers of the sides to find the volume.

2. Student Activities / Guided Practice: (C6)

Students will build their own building and with different colors label the sides accordingly; length,
width and height. Students will then show their work and multiply all the numbers to find the
volume.

3. Independent Practice: (C6)

Students will present their work on a technology app and explain, show and model what they did in
their lesson and how they found the volume to their building (rectangular prism)

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Teacher can modify for students by presenting smaller -Labeling the sides on the rectangular prism
connect cubes rather than 100 cubes. Teacher can also -model visualization
show addition to help add the cubes in each level rather
than multiplying.

Notes:
Name: Abel Esparza

DELIVERY PLAN (C8)

OBJECTIVE: Students will be able to solve for the volume of a rectangular prism by constructing and
Rigor
building their own rectangular prism with 100 hundreds cube block manipulatives with
several layers in 15 minute session with a partner; they will be able to multiply the
numbers for length, width and height and find the volume.

OPENING:
Retrieval Students will be in groups and each group will take a guess at how many M&Ms fit into a
rectangular prism. The group will talk and make an estimated guess, the group that
figures it out will win! Students will then explain that today they will learn a way how to
figure out volume and without guessing.
TEACHER INPUT:
Relevance Teacher will begin with a hook and mini lesson. The lesson will explain how the teacher
build a building with several floors using a 100 hundred blocks and how I found the
MODEL: volume, distinguishing between the sides; length, width and height.
Routing Teacher will then model and show how he can multiply the given numbers of the sides
to find the volume.

GUIDED PRACTICE:
Retaining / Rehearsing
Teacher will walk around and "Praise, prompt, and leave" while Students will build their
own building and with different colors label the sides accordingly; length, width and
height. Students will then show their work and multiply all the numbers to find the
INDEPENDENTvolume.
PRACTICE:

Students will present their work on a technology app and explain, show and model what
they did in their lesson and how they found the volume to their building (rectangular
prism)
CHECK FOR UNDERSTANDING :
Recognizing Before students begind their exit ticket, teacher will review and ask the higher order
thinking questions.

ASSESSMENT:
As an exit ticket, students will have to draw their rectangular prism model, in it they will
have the formula for Volume and the students will show their work for finding the volume
to their prism.
Must include
RESOURCES / MATERIALS : labeled sides with a correct unit.
-100 hundreds cube blocks
-chart paper
-color pencils
CLOSURE: -pencils
Re-exposure -ipad
Students will use 3-2-1 and write about 3 things they learned, 2 things they have a
question about, and 1 thing they want the (me) the instructor to know. Students will write
this on an index card given and collect them at the end of the lesson.