5th Grade Unit 2 Performance Task

Performance Task - 5th Grade
Performance Task: Messy Desk
Investigation Unit: 2
Common Core State Standards:
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Geometric Measurement: Understand Concepts ofhvolume
arl g Schan d relate volume to multiplication and to addition.
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5.MD.3 5.MD.4 5.MD.5
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3. Recognize volume as an attribute of solid figures and
ckl understand concepts of volume measurement.
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a.
4.
5.
A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure
volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving
volume.
a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that
the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the
area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of
multiplication.
b. Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with
whole-number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by
adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Emphasized Standards for Mathematical Practice:
Materials/Technology:
1 Make sense of problems and persevere in solving them.

2 Reason abstractly and quantitatively.
4 Model with mathematics.
5 Use appropriate tools strategically.
8 Look for and express regularity in repeated reasoning.
Items for students to measure: box of

markers, pencil box, social studies
book, math book, calculator, etc. (See
notes to teacher below)
Task Overview:
Calculators, Rulers, Tape Measures,

Centimeter cubes, graph paper, paper,
pencil
Students determine the volume of their desk and materials,

and make a plan to organize it based on their measurements.
Notes for the Teacher:

*This task can be assigned using either of the two options below:
Option 1: Have common desk items available for students to measure (box of markers, pencil box, math book, social
studies book, calculator etc.). Instead of using items from their own desks, students use the sample items.
Option 2: Bring in a variety of small boxes and have students place their un-measurable items (loose pencils, pens,
scissors, etc.) inside the box and measure the volume of the box.
*If your classroom doesnt use desks, team-up with another classroom.
*Calculators- students SHOULD be allowed to use calculators while working on this task. The standards ask that students
solve real world problems. The goal of this task is to determine the students ability to apply what they know about
volume.
*Volume is the amount of space occupied by a three-dimensional object as measured in cubic units (as quarts or liters) : cubic capacity.
Students will be finding the volume (amount of space) of their desks as well as measurable items they would put in their desk. Capacity
is the potential or suitability for holding, storing, or accommodating b : the maximum amount or number that can be contained or
accommodated <a jug with a one-gallon capacity> <the auditorium was filled to capacity>
This project was made possible through an MSP Grant. Thank you to the following educators for their hard work on this
project: Heather Ladd, Olubusola Stackhouse, Heather Colberg Sonya Gregory, Amy LeHew and Drew Polly.

Student Sheet
Have you ever looked for something in your desk but cant find it
because your desk is too messy? You are going
to
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your desk and the volume of your belongings
to
find
which will fit and
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b
n
e combination of belongings
which will not. You will then decide which
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Me at your seat and which should
will be most beneficial for you to keep
be stored elsewhere.
Task 1: Find the volume of the inside of your desk. You are allowed to use any tools I
have available. When measuring, round units down to the nearest whole number.
Use the space below to show how you found the volume of your desk. Make sure to
include a sketch of your desk and label the dimensions.
Task 1 (continued)
t te
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o my desk?
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1. What tool(s) did I use to find the volume
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1. How many centimeter/inch (choose the unit you used above) cubes would it take
to fill your
desk?
How
do you know?
2. What
is theentire
number
model
(equation)
that shows how I found the volume? (what
did you enter into your calculator to determine the volume?) ____________________
2. What unit did you choose and why did you use that unit of measure?
3. What other equations could you use to determine the volume of your desk?
4. How many centimeter/inch (choose the unit you used above) cubes would it take
to fill the base (first layer) of your desk? How do you know?
Task 2: Now take a look at all of your belongings. This could include textbooks, pencil
boxes, calculators, lunch box, etc. Complete the chart below as you work.
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Be sure to use the same unit you used toarfind
volume of your desk and round
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Ch unumber!
r
measurements down to the nearest whole
nb
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Me
Item
Dimensions
Volume
5. What is the combined volume of all of your items?
6. How does it compare to the volume of your desk?
Task 3: Now you are going to have to make some decisions about what items to keep at
your desk.
7. Which items are you going to
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8. How do you know that all of these items should fit in your desk?
9. Now try to see if everything fits. If the items you chose don't fit, look at your
dimensions and decide why they don't fit and try to find an arrangement that will.
Once they all do, draw a picture showing how you have your desk organized (be
sure to label the dimensions of each item).
Task 4: A new kind of desk
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A school supply company has invented a new kind of desk called the L.
The desk is made by connecting one desk that measures 6 deep, 20 wide,
and 40 long, with another desk that is 6 deep, 20 wide, and 20 long. The
two desks are open in the front like this one. The desks DO NOT overlap.
20 long
A diagram of the new L desk can be found here:

Find the volume of the new L desk.
Be sure to show your work.
40
long
Would you rather use your desk or the new L desk? Explain.
MESSY DESK: Rubric
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Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
The assessment of these standards are encompassed in the standards assessed below:
3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume,
and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have
a volume of n cubic units.
4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5. Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
Rubric:
5.MD.5 a. Find the volume of a right
rectangular prism with whole-number
side lengths by packing it with unit
cubes, and show that the volume is the
same as would be found by multiplying
the edge lengths, equivalently by
multiplying the height by the area of the
base. Represent threefold wholenumber products as volumes, e.g., to
represent the associative property of
multiplication.
5.MD.5 b. Apply the formulas V = l w

h and V = b h for rectangular prisms
to find volumes of right rectangular
prisms with whole-number edge lengths
in the context of solving real world and
mathematical problems.
5.MD.5 c. Recognize volume as
additive. Find volumes of solid figures
composed of two non-overlapping right
rectangular prisms by adding the
volumes of the non-overlapping parts,
Strong Understanding
Developing
Understanding
Q.4-5) Student
correctly identifies
the number of cubes
necessary to fill the
desk by relating it to
the L, W, H
measurements.
Q.4-5) Student uses

cubes to find one or
more dimensions,
and then realized
he/she could have
used the
measurements to
determine the
number of cubes.
(Q3) Student used

the associative
property to
determine 2 other
equations
Student determines
the correct volume
by multiplying length
by width by height
and/or base by
height.
Student determined
the volume of each
part of the L desk,
then added the two
volumes together.
Minimal Understanding
Q.4-5) Student uses

cubes to determine
the number of cubes
needed.
(Q3) Student
identifies one
additional correct
equation
(Q3) Student does

not identify
additional equations
Student multiplies all

dimensions but
made an error in
multiplication.
Student did not

multiply all
dimensions (had to
count cubes, added
dimensions, etc.)
Student determined
the volume of each
part of the L desk
and added them
together, but made
an error in
Student was unable

to determine the
volume of the L
desk.

applying this technique to solve real
world problems.
Strong Understanding
Rubric:
Standards for Mathematical Practice
Make sense
of problems
Explain their thought

processes in solving
a problem one way.
Persevere in
solving them
computation.
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Developing
Understanding
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Minimal Understanding
Discuss, explain, and

demonstrate solving a problem
with multiple representations
and in multiple ways.
Stay with a
challenging problem
for more than one
attempt.
Explain their thought

processes in solving a
problem and
representing it in
several ways.
Try several
approaches in finding
a solution, and only
seek hints if stuck.
Reason
abstractly
and
quantitatively
Reason with models

or pictorial
representations to
solve problems.
Are able to translate

situations into
symbols for solving
problems.
Model with
Mathematics
Use models to
represent and solve a
problem, and
translate the solution
to mathematical
symbols.
Use models and

symbols to represent
and solve a problem,
and accurately explain
the solution
representation.
Convert situations into

symbols to appropriately
solve problems as well as
convert symbols into
meaningful situations.
Use a variety of models,
symbolic representations,
and technology tools to
demonstrate a solution to a
problem.
Use
appropriate
tools
strategically
Use the appropriate

tool to find a
solution.
Look for and

express
regularity in
repeated
reasoning
Look for obvious

patterns, and use if/
then reasoning
strategies for
obvious patterns.
Select from a variety

of tools the ones that
can be used to solve a
problem, and explain
their reasoning for the
selection.
GE
Find and explain subtle
patterns.
Struggle with various attempts

over time, and learn from
previous
solution attempts
Combine various tools,

including technology, explore
and solve a problem as well as
justify their tool selection and
problem solution.
Discover deep, underlying
relationships, i.e. uncover a
model or equation that unifies
the various aspects of a
problem such as a discovery
of an underlying function.
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5th Grade Unit 2 Performance Task

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5th Grade Unit 2 Performance Task

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Performance Task - 5th Grade

Performance Task: Messy Desk

Common Core State Standards:

Emphasized Standards for Mathematical Practice:

1 Make sense of problems and persevere in solving them.

Items for students to measure: box of

Calculators, Rulers, Tape Measures,

Students determine the volume of their desk and materials,

Notes for the Teacher:

Performance Task - 5th Grade

Performance Task - 5th Grade

Performance Task - 5th Grade

5. What is the combined volume of all of your items?

6. How does it compare to the volume of your desk?

Performance Task - 5th Grade

Performance Task - 5th Grade

Task 4: A new kind of desk

A diagram of the new L desk can be found here:

Performance Task - 5th Grade

MESSY DESK: Rubric

5.MD.5 b. Apply the formulas V = l w

Q.4-5) Student uses

(Q3) Student used

Q.4-5) Student uses

(Q3) Student does

Student multiplies all

Student did not

Student was unable

Performance Task - 5th Grade

Explain their thought

Discuss, explain, and

Explain their thought

Reason with models

Are able to translate

Use models and

Convert situations into

Use the appropriate

Look for and

Look for obvious

Select from a variety

Struggle with various attempts

Combine various tools,

Performance Task - 5th Grade

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