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Language Objectives:
Student will be able to orally describe the process of finding the volume of a prism.
Student will be able to explain what the meaning of the volume formula components are and
what Length, Width, and Height represent and mean in a prism.
Students will be able to compare and contrast the differences in finding the volume by
summarizing them in a Google Document, while using correct vocabulary and proper grammar in their
explanations. Students will be engaged through their groups in writing in their GD, and discussing the
differences in each mathamatical formula.
Students will be able to assign the correct units to the numerical value of the volume found.
Essential Question:
How do you find the volume and surface area of various shapes and assign the volume the correct dimention?
Common Core State Mathematics Standards:
Solve real-world and mathematical problems involving area, surface area, and volume.
4
min
2
min
1
min
1
min
I (Susanna) will ask the class to pull out their notebooks, binders,
or anything rectangular while passing out rulers and scrap paper
to the students. While students are pulling out their school items, I
will ask them to approximate the length of their notebooks or
binders on all sides. When I ask students for their answers, I will
look for an answer that does not have untis attached to it. Then, I
will prompt the student to name the length with a unit of measure.
After the correct answer is found, I will ask the students to find
Susanna will then state the student objectives for the day, which
are the following:
5.MD.3 Recognize volume as an attribute of solid figures and
understand concepts of volume measurement. This includes
students learning to identify the difference between a square
unit and a cubic unit by analyzing dimensions.
AND
(Production and Distribution of Writing) 6. Use technology,
including the Internet, to produce and publish writing and
link to and cite sources as well as to interact and collaborate
with others, including linking to and citing sources.
After explaining these objectives, I will give a breif overview of
what we will be doing with each objective. I will also recap the
objectives since they are extensive to read aloud and understand.
5
min
Susanna will then say Next, we are going to work seperatley and
create a word problem for each other. Each student will recieve a
piece of paper, and they will write out a word problem regarding
the volume of a prism. You will implement the formula V=l*w*h.
Then, they will pass thier word problem to their neighbor, and
that student will solve the word problem. Be sure to use correct
units of measure when you label your word problem, and when
you solve your neighbors word problem. At this point, I will go
around the room and help students that are struggling to create
their word problems. I will make sure that they are using correct
units of measure, and that their word problems are reasonable and
clear.
1
min
Susanna will recap the lesson and the objectives that were used,
and ask the students if they have any questions about the lesson.
I will have maybe one student share their word problem, the
class will solve it on the board together, and we will recap the
process of finding the volume, as well as writing the parts of a
word problem.
Make sure that your lesson is detailed enough that someone else could teach from it. This is
especially important during class discussion phases. For example, be sure to detail what the teacher
should be sure to bring out in a whole class discussion, including possible questions to pose.
If students are working in pairs / small groups this should be noted (including how the groups are
to be determined)
All tasks / examples should be worked out
All HW should be worked out