Joseph DAmato

April 27th, 2015

Volume of Rectangular Prisms

Lesson Focus and Explanation of Context/RationaleI am teaching this lesson on Volume of rectangular prisms. Students need to be able to build upon thier
knowledge of area and learn to find the volume of a shape.
II Objective- Students will be able to find volume by solving real word problems in small centers
as well as whole group lessons.

Students will be able to use formulas (L x Wx H )

Define the base and the height of a rectangular prism
Explore the properties of a rectangular prism.
Write a number sentence with variables to model volume problems.

When visiting my classroom you will see the teacher, problems as a whole group and small
group. The teacher will be posing questions to have the students dig deeper into the new
material. You will see many forms of assessment from the teacher. Such as thumbs up thumbs
down, having the students practice on their dry erase slates, pre and post self-assessments from
the students as well as an exit slip.

What will the students be doing? Students will be working on problems that the teacher poses as
a whole group, small group as well as independently. They will be explaining their thinking as to how to
solve different problems and showing how showing area models as well as number models solves these
problems. Students will be self-assessing their work as well as asking questions to further our discussion
during our class time.
For my lesson I have multiple assessments built in. I will have a pre and post lesson assessment where
the students will fill out how they feel before and after learning my lesson. This is a self-assessment that
can be found on the students slides, which are in their chrome drives. As for formative assessment I have
them complete centers where I can instruct small group lessons and gage understanding. Last but not
least is my exit slip students will fill out an exit slip in order to get ready for science this is my assessment
to check for future instruction
Content

Standard:
5.MD.C.5 understand concepts of volume and relate volume to multiplication and
to addition.
III Resources and Instructional Aids: (Everyday Mathematics) 9.8
Teacher needs: teachers slides, projector, computer, dry erase markers and an eraser. index cards for
clear explanations.
Student needs: center slides as well as worksheets or materials pertaining to their centers.
The students will practice plotting points, transformations, as well as finding area of triangular and
irregular shapes.

A.

IV Procedure:
Introduction to the lesson (Anticipatory set or hook)
This lesson will start with the students filling out their pre self-assessment sheets, this helps me
understand where they feel they are at prior to the lesson.

Then the students will complete the Math message: Write two questions that can be answered by
reading Student Reference book page 195.
Complete the Math Message

Mini lesson:
To:
Start introduce what we did last and then explain to students what we are trying to do today.
Today we are going to find the volumes of rectangular prisms.
What is the difference from a rectangle and a Rectangular prism.
List the differences that they notice explain that they do have some similarities as well.
Explain that they each have a base and they each have a height but does one have something
more.
The prism has a length.
Explain that area of a rectangle is base x height. however for a prism because we have more
dimensions we have more to do. To find Volume we will find the base x the height x the length.
Now Explain you are going to introduce them to problem one.
Problem one goes like this. Model how you are going to find this. First I am going to think what is my
formula for finding the area of a rectangular prism ? write the formula down.
Now that i have my formula what can I do next? I will locate the base the height and the length. say for
this problem the width is 3 the height is 5 and the length is 7. If I apply my formula my volume should be
105 cm cubed.
Write the number model as well as the formula.
Then ask why do we have to multiply the length to get our volume why can we just do the width times the
height?
Then model 2
I will locate the base the height and the length. say for this problem the width is 2 the height is 10 and the
length is 10
My volume is 200 ft cubed.
With: do the next two together.
By: have them do the last one on their own.
Centers 1 high we will strictly be working with irregular prisms and then have to cut them to make
them regular prisms so we can solve for the volume of irregular shapes. More advanced irregular
shapes than the yellow group.
To: Same thing as the yellow to start however i will model this one by cutting the irregular into two
pieces leaving me with two rectangular prisms. Then i will multiply 2 x 4 x 10 = 80 + 4 x4 x2 = 32
80+32 = 112 in cubed.

Center 2 Low - we will be working on an anchor chart to find the volume of just rectangular
prisms.
To: I will locate the width of 3 the height of 5 and the length of 12 and multiply them together to get
=180 ft cubed

Center 3 Med - We will try to find the volume of irregular rectangular prisms by cutting the
irregular prisms into regular rectangular prisms.
TO: I will model cutting up an irregular prism into pieces to make them regular rectangular prisms. then i
will find the volume 2x3x8 = 48 + 4x4x2= 32 48 + 32= 80 ft cubed.

How will you assess the students learning?

I as the teacher will assess student learning in many forms throughout my lesson. I will first assess them
on their self-assessments on how they feel they are in the specific topic that we are learning about.
Secondly I will assess if they feel they understood how to do certain problems by thumbs up thumbs
down. If the majoritys hands are thumbs up we will move on. I will assess individual students by how they
explain their problem solving on their whiteboards during center work and discussion between peers.
Lastly I will have them fill out an exit slip to inform me who has reached todays teaching point and who
hasn't. This will help inform me as to what I should be teaching next.

VI Follow/Up Reinforcement/ Extension

I will also be checking for student understanding in these centers as well as teaching problems
that students may think they need more help in.