Volume

Rationale:
The students will be able to explain and discuss volume. They will accomplish this with whole-group learning and hands on activities.

Submitted by:

Shannon Flohr

Grade Level: 3rd

Objectives:
The student will be able to use models that approximate in cubic units the volume of three-dimensional figures.

Materials/Equipment:
Math Notebooks Plastic Containers Cubic Units Elmo Power Point Volume Chart Volume Boxes Tape

Lesson Plan:
Introduction (Anticipatory Set/Motivation): The students went over capacity the previous day. The teacher will question the students on what they learned about capacity. Then it will be explained how capacity and volume are very similar, and how they are different. The teacher will also explain how area and perimeter are different from volume. Volume- The volume of a figure is the number of cubic units needed to fill it. Capacity- The capacity of a container is the volume of a container measured in liquid units. Capacity has many different units such as cups, pints, quarts, gallons, etc. Area- When finding the area you measure the flat surface. For instance how much carpet is needed to fill a room. The carpet doesnt take up the entire of the room, it lays on the flat surface of the room. Perimeter- When finding perimeter you only need to find out the outside measurement. So if you want to build a fence you only need to know the outside of the lot to surround the yard. Process: 1. First the objectives will be restated, letting the students know what they will be going over. a. The student will be able to use models that approximate in cubic units the volume of a container. b. The student will be able to use models that approximate in cubic units the volume of three-dimensional geometric figures. 2. At the front of the class there will be a piece of chart paper that has the definition and explanation of volume for the students to see. The students will transcribe this definition into their math notebooks. 3.As a class we will discuss how volume is different from area. a. Area measures flat surfaces and volume measures the space inside a solid figure. 4. The teacher will use 1 unit cubes to build a shape on the Elmo projector and the class will go over what the volume is. a. How many cubes are on the first layer? b. How many cubes are on the second layer? Etc. c. By knowing this information can we figure out how many cubes total there are? How? d. Since there are _______ cubes, the volume is ____ cubic centimeters. e. The students will follow along with the teacher making notes in their math notebooks. 5. The class will then go over other examples of how to find volume. Some examples wont be completely filled out squares/rectangles. We will discuss how each example is different from the one before, or the first example we went over. The examples will show how to count the cubes in layers from back to front. The teacher needs to be sure to ask if the students have any other ways of figuring this out. 6. The teacher will then explain to the students that they can count the cubes by separating them into layers. They can split the figure into any layers they choose (easiest way for them to visualize).

TEKS Achieved:
3.11 F Use concrete models that approximate cubic units to determine the volume of a given container or other threedimensional geometric figure.

Blooms Taxonomy:
Knowledge Comprehension Application Analysis Synthesis Evaluation

Differentiated Learning:
Visual/Spatial Logical/Math Intrapersonal Kinesthetic Interpersonal

Classroom Strategies:
Hands-On Independent Activities Lecture Problem Solving Whole-group Pairing

Curriculum Integration:
Math

7. They may work in pairs to figure out the volume of each figure. We will then discuss as a group their findings. They will draw/work out the problems in their math notebooks. 8. There will be six more figures for the students to work find the volume of independently. They may use the cubic units to help them if they need to. They will draw/work out the problems in their math notebooks. 9. There will be a few more problems including estimation, word problems, reasoning, and multiple choice, so the students can see volume math questions in different forms. They will draw/work out the problems in their math notebooks. 10. The students will then get clear plastic containers to fill with the cubic units. They will then get larger sized square blocks. The teacher will ask them if the volume will be the same based on the size of the units. They can use both units to fit into the container to double check their thinking. 11. Finally the students will be given Volume Boxes and tape. They will tape the boxes into threedimensional shapes. There will be no top on each figure so the students can put the cubic units into the figure to find out its volume. They will work together in groups of three to tape the figures and find the volume of the shapes. We will come back together as an entire group and record their findings in their math notebooks. 12. The class will then discuss why its important to know volume. Its important to know how much a three-dimensional figure can hold. If you worked at a factory that packaged sugar cubes, youd want to know how many cubes will fill the box. Youd want to be sure that you fill the entire box. Also if you are packing to move you want to fit as much as you can into one box so you have less to move. Youd need to know how many of one object fits into a box so you will know how many boxes to buy/get for your move.

Accommodations:
1. Accommodations will be made on an individual basis. Depending on the individual need accommodations will be provided. Example: If there is a student who does not have good eye sight, they have the option to sit closer to the bored in order to see the information better. 2. There are plenty of pictures and hands on activities for ELLs to see and touch in order to enhance their learning of this topic, but additional manipulatives and print can be provided based upon the individual.

Enrichment/Extension:
The teacher or students could bring in other three-dimensional figures found around the house and figure out the volume of each. The students could use different units to measure the volume and see how each type of unit creates different results. Things that could be brought in are raisin boxes, tic-tac boxes, cereal boxes, etc.

Assessment/Evaluation:
1. The students will be assessed based on teacher observations. This lesson is only one day and its an introduction to something the students will get more in depth knowledge on in the next grade level. The teacher needs to evaluate that the students are grasping the basic concept of volume by observations, conversation, and answers given during discussion.