ITE 325 Lesson Plan Format

Name ___Lee Teraoka_____ Title: _______Finding an unknown dimension_________

Grade Level and Setting ______________4th grade_________________________
Date Taught ___5/7/14__ Duration ____60 mins__ Number of Students _23__
Overarching Mathematical Goal(s):

Students will be able to find unknown element in a volume equation

Students will be able to uses multiple operations
Students will be able to solve multistep word problems

Consider Your Students Needs:

Considering All Students:
All students will need to have prior knowledge about the volume equation.
Students will be given step by step instructions to find unknown dimension. Students will
be given multiple opportunities to solve problems with an unknown dimension.
For English Language Learners:
English Language Learners (ELL) will be able to use mathematical symbols to
represent their answers. Students will be also be able to use inch cubes in order to
solve unknown dimension.
For Students with Special Needs:
Students with special needs will be accompanied by a teacher or tutor step by
step the process. The teacher will model the process, and the helper will reinforce the
steps one to one interaction.
Materials Needed:
Each student will need:
Math tablet
Dry erase broad/ dry erase pen
Centimeter cubes
Teacher will need:
Tablet
Dry erase board/ dry erase pen

Centimeter cubes
Elmo
Sources:
Standard/Benchmark
HCPSIII/Common Core Content Standards:
4.OA.3 Operations and Algebraic Thinking- Solve multistep word problems posed
with whole numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.
I can solve multistep word problems for volume
4.MD.A.2 Measurement and Data- Use the four operations to solve word problems
involving distances, intervals of time, liquid volumes, masses of objects, and money.
Including problems involving simple fractions or decimals, and problems that require
expressing measurements given in larger unit in terms, of a smaller unit. Represent
measurement quantities using diagrams such as number line diagrams that feature a
measurement scale.
I can use multiplication and division to find a missing dimension in a volume
equation
NCTM Process Standards/Common Core Standards for Mathematical Practice:

CCSS.Math.Practice.MP4: Model with mathematics

CCSS.Math.Practice.MP5L Use appropriate tools strategically
Assessment

Observe:
Observe students writing down steps in their math tablet
Observe students collaborating together and brainstorming ideas
Ask:
Ask students the process of finding unknown dimension
Ask students what different operations is being used in these equation
Assessment Recording Sheets and/or Rubrics:
1

(well below)
I can solve
multistep word
problem for volume
4.OA.3

Does not
accurately solve
multistep word
problems

I can use multiple

operations to find a
unknown
dimension in a
volume equation
4.MD.A.2

Is not able to use

multiple operations
to find a unknown
dimension in a
volume equation

Students

I can solve
multistep word
problem for
volume
4.OA.3

(Developing
Proficiency)
Solves multistep
word problems but
either the process
or answer is
incorrect

Meets Proficiency

Accurately solves
multistep word
problems by
completing steps
and providing the
correct answer
Able to use multiple Effectively and
operation to solve
accurately uses
unknown
multiple operations
dimension, but has to find unknown
incorrect process or measurement
answer
I can use multiple
operations to find
a unknown
dimension in a
volume equation
4.MD.A.2

Activities/Instructional Strategies
BEFORE: 10 mins
Attention getter: Trade winds
o Students must stop what they are doing and have eyes at the teacher
Allow students take out their personal dry erase board and dry erase pen
Review how volume is define
o What is volume?(student answers orally)
o What dimensions do we need in order to find volume? (student answer
orally)
o What is the equation to find volume? (students write down on dry erase
board)
Ask students if they are able to find the volume of a stack of inch cubes (2x3x2
cubic inches)
o Point out the dimensions (length, width and height) without telling the
students to dimensional value.
o Have students show their answer, and call on a student who got the
answer correct to come to the Elmo to show their process
they will learn one strategies in order to find an unknown dimension
DURING: 35 minutes
Ask students a question, "I have a volume model which is 20 cubic centimeters.
The length is 2 centimeters and width is 2 centimeters. What is the height of our
volume model?
Place the 5 steps to finding a missing dimension up on the Elmo
o Step 1: Identify what dimensions are provided
o Step 2: Multiply our given dimensions to find our base
o Step 3: Divide our remaining cubes into groups that are the same amount
as our base area
o Step 4: Count how many total layers are in our model to our unknown
dimension
o Step 5: Use our volume equation to double check if the dimensions and
volume multiply correctly.
o Allow students to write down the steps in their math tablet
Draw on personal dry erase board a line in the direction of length and one in the
direction of width. Take out a personal math tablet.
Model with students steps 1 through 4 with centimeter cubes manipulative
Re-write the equation so that students can see the equation with the missing
dimension.
First step: Identify what dimensions are provided
o Read the equation again and identify that the length is 2 centimeters and

the width is 2 centimeters. Our volume is 20 centimeter cubed. The height

is unknown.
o Write a number sentence using our volume equation
o ( 2 x 2 x H = 20)
Second Step: multiply our given dimensions to find our base
o Explain that we need to use the information given to us. Our problem gives
us our base which is a length of 2 centimeters and width of 2 centimeters
o Construct a model using inch cubes (2x2) by placing them on the personal
dry erase
Model placing down 2 centimeter cubes on the length line and 2
cubes on the width line. The model should look like an L shape. In
order to get our base, we must have 2 rows of 2 which would give
us a base of 4 square inches.
Explain that we have 4 cubic centimeter. Point out to the model that
there is a length of 2 centimeters, a width of 2 centimeters, and a
height of 1 centimeter. Our model has 3 dimensions, a length, width
and height.
Tell students, Although we have a model height of 1 centimeter,
this cannot be our model because our model needs a total volume
of 20 cubic centimeters. As of right now our model only has 4 cubic
centimeters and we have 16 centimeter cubes left.
o Tell students we created the base of our volume cube
explain to students in order to create the base of our cube, we
needed to multiply our length and width to create out base
o model with my finger pointing out the length, width and height
o Model writing down what I did in my first step
Ex: First I multiplied the length and width to find my base of our
volume model
Third step: Divide our remaining cubes into groups that are the same amount as
our base cubic model
o Explain that in since we calculated that our base is 4 cubic centimeters,
we must add the next layer with exactly 4 cubes. If we do not use exactly 4
cubes to create the next layer, our model will be wrong and we will have
the wrong height
o Show students that since we know the volume is 20 and we used 4 cubes
to create our base, we have 16 more cubes to create our height.
( 4 x H = 20) Write the equation so STs can see the missing
dimension.
o Show students 16 cubes and group them into groups of 4
o Explain that we are doing division because we are taking a total amount
and dividing it into groups of 4. Tell students we got our group of 4 from
our base model
Division is breaking apart into equal groups. In this case we will
break our remaining 16 centimeter cubes into groups of 4 cubes

o Teacher makes 4 groups of 4 centimeter cubes

o Rearrange our inch cubes so that it looks like our base
o Explain we divided the remaining cubes into equal amounts that
represents our base
o Set each group of 4 on top of our base area until all groups are gone.
o Model writing what I did in my second step
o Tell students that we stated with a cubic model with a height of 1
centimeter, now that we are adding more layers our height is now
changing
Ex. Third I divided my remaining group of cubes into 4 groups
Forth step: Count how many total layers are in our model to our unknown
dimension
o using my finger, point to each cube that would make the height
o There are 5 layers of centimeter cubes, which makes our height 5
centimeter cubes
o Model writing what I did in my third step
( 4 x 5 = 20)
Ex: Third I counted how many layers I add to my base
Fifth step: Use our volume equation to double check if the dimensions and
volume multiply correctly.
o create a number sentence that would be appropriate for our volume cube
to double check if 5 is the correct height
o Model writing down my fourth step
Ex: Fourth I used a number sentence to double check my answer
Read the equations, My length is 2 centimeter cubes, my width is 2
centimeter cubes and my height is 5 centimeter cubes. This gives
me a volume of 20 cubic inches (2 x 2 x 5 = 20)
Pass out cubes to students, 20 centimeter cubes to each student
Instruct that students work space is their personal dry erase board
o Have students draw a line in the direction of their length and a direction of
their width
Explain that together we will work one problem as a class in order to find the
either the length or the width
o First problem (L x 2 x 1 = 20)
Ask what are we trying to identify?
Ask what information is given in the equation?
First step: What do we need to multiply to find base?
Allow students to create their area model
Explain that since the information given is width and height,
our model should only have our width and height
Write down their step
Second step: What do we need to divide our remaining cubes by?
Allow students to group remaining cubes according to the

base
Rearrange our groups too look like our base
Write down their step
Third step: What do we need to count?
Write down their step
Fourth step: How can we double checking?
Allow students to rewrite the number sentence
Write down their step
Answer: (10 x 2 x 1 = 20 )
Pair work: group students by seat partners to work together
Ask students to take out their math tablet, and have them write out, first step,
second step, third step, and forth step going down in their math tablet
o Keep 4 steps on Elmo
o Second problem ( 1 x W x 4 = 20)
Ask what is our known dimension
Ask what is the first step? What operation?
Ask what is the second step? What operation?
Ask what is the third step?
Ask what is the fourth step? What operation?
Give students the a problem: (1 x 2 x H = 20)
o Explain that the information given is our area of length of 1 cubes and a
width of 2 cubes. Our volume is 20 cubic centimeters. What is my height
o Tell students that I will be walking around to ensure all groups are on task
o Students must explain the operation they used in steps one, two and four.
Explain that when everyone is one done, use attention getter to have students
look at the board
Call on one group to explain what they did on the Elmo and explain their 4 steps
and operation.
Explain to students that for all the problems that the total volume was 20 cubes
o Ask what did they notice about different shapes we created with the cubes
o Explain that volume can take different shapes, some may be tall and
skinny, some may be short and wide, but they are both able to hold the
same amount of volume
Pass out unknown volume equation
Give students a word problem:
Joe has 30 boxes of shoes. Each box measures 1 cubic feet. John stores all of
the boxes in a closet. The closet length is 2 feet and the width is 4 feet. What is
the height of the closet? Explain your steps with appropriate operations. Write an
explanation of your process using the information from your steps.
o Tell students to write their answer in their math tablet
o Remind students that they need to write down their 5 steps.
o Tell students they will be writing an explanation how they got their answer
Tell students to apply QUESS to their word problem

o Q: circle the questions

o U: Underline key information to use in solving the problem
o E:Equation: Use the key information to write and equation or number
model
o S: Solve- solve by showing your work
o S: Sentence- Explain how you solved the problem writing complete
sentences and using proper labels
Model example explanation after everyone solves the equation:
First I identified that my volume is 30 cubic feet. The length is 2
cubic feet and width is 5 cubic feet. Second I multiplied my length
and width, 2 x 5 to give me a base of 10 cubic feet. Third I divided
the total volume of 30 cubic feet by the base of 10 cubic feet. I got 3
groups of 10 cubic feet. Fourth I stacked the 3 groups of 10 cubic
feet on top of each other to create my height. Finally I checked my
answer by writing a number sentence. I inputted my length, width
and height in an equation.
Ask a student what did they find that the height was
o Ask for students who got the same answer to raise their hand
Explain to students that using manipulatives is one strategy in order to find an
unknown dimension.
o Explain to students that using manipulatives is an effective strategy but not
an efficient strategy
Show students an equation of (2 x 3 x H = 24) and solve without using
manipulatives. Explain to students we can still solve the equation by using our
steps
o Multiply our given dimensions in order to get our base area
o Divide our base by how many cubes total
o Double check by inputting our height and solving the equation
o Model the equation
(2 x 3 x H = 24) multiply
(6 x H = 24)
(H = 24) Divide
6
H=4
Double check (2 x 3 x 4 = 24)
o Explain that using the algorithm is another effective strategy but the focus
of this lesson is to use math manipulatives

AFTER: 15 minutes

Formative assessmento Give students answer one multistep word problem using multiple

operations to find the unknown

Any other resources needed (worksheets, data tables, etc):
Assessment Recording Tool:

Name: ____________________________________ Date: __________________

Finding Unknown Dimensions

Joe has 30 boxes of shoes. Each box measures 1 cubic feet. John stores all of the
boxes in a closet. The closet length is 2 feet and the width is 4 feet. What is the height
of the closet? Explain your steps with appropriate operations. Write an explanation of
your process using the information from your steps
(with teacher)
Steps

Number Sentence

1._______________________________________________ ___________________
2._______________________________________________ ___________________
3._______________________________________________ ___________________
4._______________________________________________ ___________________
5._______________________________________________ ___________________
What is the height of the cubes? ________
Explanation of process using complete sentences:

Name: ____________________________________ Date: __________________

Finding Unknown Dimensions

(On your Own)
John has 24 boxes of comic books. Each box measures 1 cubic feet. John stores all of
the boxes in a cabinet. The cabinets height is 3 feet and the length is 2 feet. What is the
width of volume model? Explain your steps with appropriate operations. Write an
explanation of your process using the information from your steps.
Steps

Number Sentence

1._______________________________________________ ___________________
2._______________________________________________ ___________________
3._______________________________________________ ___________________
4._______________________________________________ ___________________
5._______________________________________________ ___________________
What is the width of the cubes? ________
Explanation of process: