Lesson Plan

Name: Paige Kennick

Subject: Mathematics
Grade Level: 5

1. Standard:
Common Core: 5. MD. 5b
Mathematical Practices: MP. 1
MP. 6

2. Instructional Resources:
a. Textbooks
b. Worksheets: Blank volume worksheet with “challenge activity” on the back, paper ruler for
measuring
c. Digital resources
a. Assistive technologies
b. Other: 8 rectangular prisms or cubes for measuring volume

3. Lesson Objective
The student will be able to [SWBAT] use a formula to find the volume of real life rectangular
prisms or cubes.

Academic language (key vocabulary)

Volume, rectangular prism, cube, formula, cubic units

5. Instructional Strategies and Learning Tasks

I. Anticipatory Set

Engage Students: We’ve learned how to calculate the volume of rectangular prisms and cubes
that we see in a text book or from the facts in a word problem, but today we are actually going to
apply the formula to objects around the classroom.

Activate Prior Knowledge: We all know how to calculate the Area right? Ask students how
they would calculate the Area of this rectangular prism (drawing on board). What does Area
have to do with Volume? Who remembers? The Area is one layer and the Volume is layers
stacked on top OR how much space is inside.

II. Instruction and Modeling

1. Ask students if they can tell you what the formula for Volume is. Encourage them that
they know it. Call on one student but ask students to keep hands raised until you call on
multiple students so they all hear the formula (V= LxWxH) multiple times.
2. Ask the class for a volunteer of someone who could show the rest of the class how they
would measure for volume with a Kleenex box.
3. Ask the student to show how they would measure length, width and height with their paper
ruler (1 cu) so that all students can visualize how they are going to complete the activity.
 4. Ask students if the answer would just be a number or if they need to add something? They
can’t forget to add, for example, 25 cu.
5. Assuming the ruler will not be a perfect measurement ask the student what they could do?
Ask the student if we could estimate and what they would do if it was a little more than
half or less than half? Remind them that their answers may vary so if you’re a little off it’s
okay. The most important thing that you want to see is that you understand how to
measure the correct sides and use the formula correctly.
6. After the demonstration, point out that there are 8 objects around the room, but they are
only going to measure 5 as a group.
7. Let them know that they have already been grouped and you will announce where you
should start in just a moment.
8. Remind them of the guidelines for the activity:
a. You must write out the formula for each object and then replace it with the facts or
measurements you have found (V=LxWxH and V=5x2x4) and SHOW YOUR WORK.
b. Each member of your group has to write out the calculations on their own paper.
c. One person can’t be doing the measurements for all objects. There is enough for each
of you to measure at least one or work together to find the measurements. Either work.
d. You will have about 5 minutes at each object to measure and calculate. If your group
finishes early at an object, there is a “challenge activity” on the back of the worksheet
that I’d like you to work on while you wait for the other groups to finish.
9. After stating the guidelines, state their groups and where they should start. Wait for
everyone to get to their spot, then let them begin.

III. Guided Practice

1. In groups of 3 or 4 they will go around calculating the volume of certain objects in
the classroom.
2. Have the groups split up into groups with high, medium and low skills with math so
they can work together to solve the formula.
3. Walk around to make sure the students are understanding and help where needed.
IV. Closure
1. Allow the students to check their answers with the Answer Keys that are put out around
the classroom after everyone has finished.
2. Then have them do a Write to Explain. Have the students answer the question on the
bottom of the front of the worksheet. “What is volume?” (1 or 2 sentences)

V. Independent Practice
Have them continue to work on the IXL codes posted under MUST DO that have to do with
Volume.