Lesson

Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Volume Exploration
NCTM Standard: Measurement
Grade Level: 5
Process Standard(s): Representations, Problem Solving

Minnesota Academic Standards: Objectives:
5.3.2.2 Students will be able to
Use various tools and strategies to measure 1. Define volume and distinguish the
difference between what area and
the volume and surface area of objects that
volume measure
are shaped like rectangular prisms. 2. Explain two strategies that can be used
to measure the volume of a
5.3.2.3 rectangular prism
Understand that the volume of a three-
dimensional figure can be found by counting
the total number of same-sized cubic units
that fill a shape without gaps or overlaps. Use
cubic units to label volume measurements.

Rationale:
1. This lesson is important for a fifth grader because it helps you learn what volume is and
how we measure it, which are important skills to be able to do things like cook and
build.
2. This lesson relates to prior knowledge because students have already been introduced
to measuring distance and area. Now we are expanding that by teaching volume of
rectangular prisms, a type of measurement used to describe the space inside 3-
dimensional objects.
3. This lesson relates to future learning because students will later be introduced formulas
for finding the volume of other 3-dimensional objects outside of rectangular prisms that
may be more challenging for students to conceptualize.

Materials/Preparation Needed:
Empty boxes (1/student)
Book Counting on Frank
Cotton balls
Rice (just over cup/student)
Measuring cups (1/table)
Unit cubes (1 set/table)
Worksheets (1/student)
Rulers (1/student)
Exit Slips (1/student)

 List and define:
discipline specific language:
volume- measurement of the space it takes to fill a 3-dimensional figure up
length- measurement of the distance of the longer side of a geometric figure
width- measurement of the distance of the shorter side of a geometric figure
height- measurement of how tall a 3-dimensional figure is
formula-an equation that involves different parts being combined using different operations to
give us an answer
rectangular prism- a 3-dimensional figure with a rectangle as its base
dimensions-term used to describe length, width, and height all together
model-to make an example of using materials
area-measurement of the space it takes to cover a figure on its surface
3-dimensional-objects that are not flat and have a height
academic language:
use-applying tools or strategies to help you find the answer
explain-talk about why something works
create a connection-find something that two things have in common or how they are similar
calculate-find an answer by doing math
define-talk about what something means
measure-to use a tool to figure out the size of something
recognize-to notice or be aware of
distinguish-find something different between two or more things
record-write down
strategy-way

Anticipatory Set: (10 minutes)
Read Aloud of Counting on Frank
This text is a great way to introduce volume as a new concept because it shows the thought
process of a boy who is measuring things (including volume) by using other objects. For
instance, he says his room would be filled by 24 of his dog Frank or that his house could fit 10
whales inside of it. Using objects to measure the space inside of something is a great way to
lead into discussion about what volume means and the best way we can use to measure it.
After completing the read aloud, follow up questions would be asked, including:
1. When the boy was talking about the number of peas it would take to cover the top of
the table, what was he measuring? Does anyone remember was this word is called from
4th grade?
2. When the boy says that it will take 10 whales to fill his entire house, what is he
measuring?
3. Can anyone think of other parts in the book where the boy is measuring how many of an
object it takes to fill the space inside of something?

Introduce the term volume as the measurement of how much space is inside of something.
Briefly discuss the difference between area and volume. Point to different objects in the
classroom and ask if they can find the volume of the object. For example, can we find the
volume of this piece of paper? (No, there is no space inside of it because it is flat) Can we find
the volume of this pencil box? (Yes, because there is space inside of it that we can fill)
Distinguish between area and volume by noting that area is a measurement of the space on the
surface of something and volume is a measurement of how much space it takes to fill
something.

Procedure: (30 minutes)
Today we are going to have the opportunity to use different tools to try to figure out the
volume of the boys room. He measured it by finding how many of his dog Frank would fit
inside of it. We are going to use some other strategies.

Call on a few students modeling good behavior to pass out a box to each person. Explain that
this is a representation of the boys room. We are going measure the space inside of his room,
or the volume, by using different things to fill it up.

Measurement 1: How many cotton balls does it take to fill the boys room?
One student from the table will get a bag of cotton balls for their group.
Students will individually work to see how many cotton balls they can fit inside of their
box.
Once it is full, they will count the number of cotton balls and record it in the
corresponding blank on the worksheet.
Then they will be instructed to compare with their tablemates. Did everyone get the
same answer?
Whole Class Discussion: Did everyone at your table get the same answer? Why not?
(different sized cotton balls, some students packed theirs tighter) Is using cotton balls a
good way to measure volume? Why or why not?

Now that we have decided that cotton balls arent the best way to measure volume, we are
going to try to measure it with rice. But because grains of rice are so tiny, I brought another tool
so we dont have to count each piece of rice. Its a measuring cup! How many of you have used
measuring cups in cooking or baking before?

Measurement 2: How much rice does it take to fill the boys room?
A different student from the table will return the cotton balls and come get rice and a
measuring cup for their table.
Students will fill their box up and take turns pouring it into the measuring cup to see
how much rice it holds.
Record answer on worksheet.
At their tables, students will discuss whether or not they got the same answers and if
they think rice and measuring cups are a better way to find volume than using cotton
balls.
Whole Class Discussion: What was good about using these two tools to find volume?
Bring up problem. What if I was trying measure the volume of something really big like
this classroom or a pool. What would be the problem with this strategy? (There is not a
measuring cup big enough)

Now we are going to use one more object to measure the volume, or space inside of, the boys
room. We have used these before for other topics during math classunit cubes! It would take
A LOT of time to stack unit cubes to fill our classroom or a pool, but unlike the measuring cup, it
would be possible.



 Measurement 3: How many unit cubes does it take to fill the boys room?
Ask a third student to return rice and measuring cup and grab a set of unit cubes for
their table.
Remind students that when we find the volume of something, there cannot be any
empty spaces. That means we cant just pour the unit cubes into our box. We need to
line them up neatly so all of the space inside of the box is filled.
Students will stack unit cubes in their box until it is filled. They will record the number of
unit cubes on their worksheet.
At their tables, they will discuss their answers and which method they think is the best
so far for finding volume.
Whole Class Discussion: How many unit cubes did it take to fill the boys room? Another
way we could say this is that the volume of the boys room is ___ unit cubes or ___ cubic
units. Why would we use cubes, or cubic units, to label our volume measurements? Why
not cotton balls?

Does anyone remember the length of the sides of our unit cubes? (1 cm) Allow a student to use
ruler to verify. Since the cubes are 1cmx1cmx1cm, we are going to measure the dimensions, or
the length, width, and height of our boxes using centimeters to see if we can make any
connections.

Measurement 4: What are the dimensions of the boys room?
Have the last student get rulers for their table. Allow students to keep out unit cubes for
later comparisons and exit slip if desired.
Remind students to flip over their box to measure the length and width most accurately.
Review what length, width, and height mean by using the visual on the worksheet.
Allow students to measure the dimensions of the boys room in centimeters and record
them on their worksheet.
Look at the number of centimeter cubes it took to fill your box from the last
measurement. Do you notice any ways that these three dimensions that you just
recorded and the total number of cubes you counted relate to each other?
Students will brainstorm individually for a minute and then problem solve with their
table partners. Prompt students to refill box with unit cubes if they are struggling to
figure it out.
The goal is for students to make the connection that by multiplying the length, width,
and height, you get the volume or number of cubic units it takes to fill a rectangular
prism. The focus of the lesson is for students to understand what volume is and
introduce the formula for volume of a rectangular prism through exploration.
This connection will be reinforced in the next lesson by allowing students to explore by
creating different sized rectangular prisms using unit cubes. Then students will be
challenged to consider how area, a fourth grade standard, and volume relate (V=B*h).








 Assessment of Learning:

What is volume?
Students will be able to
1 (Beginning) 2 (Developing) 3 (Proficient) 4 (Exceeds)
Recognize that Define volume Define volume and Define volume,
volume and area are distinguish the distinguish the
different difference between difference between
measurements what area and area and volume, and
volume measure calculate the volume
of a rectangular
prism


What strategies can we use to find the volume of a rectangular prism?
Students will be able to
1 (Beginning) 2 (Developing) 3 (Proficient) 4 (Exceeds)
Use strategies during Explain one strategy Explain two Explain three or more
class lesson to find that can be used to strategies that can be strategies that can be
the volume of the measure the volume used to measure the used to measure the
rectangular prism of a rectangular volume of a volume of a
prism rectangular prism rectangular prism



Closure: (10 minutes)
For the closure, I would give students an exit ticket with the following questions to help identify
their current understanding of volume and what areas of confusion they have which will be
addressed in future lessons. Question 4 stretches their thinking by prompting them to apply
what they just learned about dimensions. This responses to this question will be essential
before continuing with the next lesson.
1. What is volume?
2. Describe the difference between what volume measures and what area measures.
3. What are at least 2 ways you could find the volume of your locker?
4. Calculate the volume of the rectangular prism below. Label your answer.

Tip: Use the unit cubes at your table to build a model!

Assignment:
N/a

Accommodations:
1. How will you support students who struggle academically?
Using different objects and materials to fill the box will help reinforce struggling students
understanding that volume is how much it takes to fill up the space inside of an object.
2. How challenge advanced students?
Advanced students will be challenged by being given a problem where they are no longer using
hands-on materials to calculate the volume of an object. They are also challenged when they
are using problem solving skills to discover how the 3 dimensions of the box relate to the total
number of unit cubes it took to fill the box.
3. How will you provide for different learning styles?
Interpersonal and intrapersonal learning is fostered by allowing students to first explore
concepts on their own and then have the opportunity to collaborate with tablemates. Spatial
learners are given opportunities to use hands-on materials to explore volume visually.
Kinesthetic learners benefit from the opportunities to move when using their hands and
switching materials utilized.
4. What is one accommodation/modification for a SPED learner?
Providing sentence starters for the exit slip is one accommodation for a SPED learner.
5. What is one accommodation/modification for an EL learner?
Using visual representations of volume with different materials and the illustrations in the book
to show what volume measures help accommodate EL learners.

Reflection




 Can you help the boy from Counting on Frank find
the volume of his room?

He measured the volume by seeing how many Franks would fill up the space inside of his
room. We are going to use a few other materials!

1. How many cotton balls does it take to fill up the space in the boys room?

The volume of the boys room is ________ cotton balls.


2. How much rice does it take to fill up the space in the boys room?

The volume of the boys room is ________ cup(s) of rice.


3. How many unit cubes does it take to fill up the space in the boys room?

The volume of the boys room is ________ cubic units.

4. What are the dimensions of the boys room?

The length of the boys room is ________ centimeters.

The width of the boys room is ________ centimeters.

The height of the boys room is ________ centimeters.


Look at the numbers you measured for length, width, and height.

Can you create a connection between those numbers and the total number of
unit cubes that filled the boys room from Question #3?

 Name: __________________________________ Date: _________________

Exit Slip:
Introduction to Volume
1. What is volume?





2. Describe the difference between what volume measures and what area measures.





3. What are at least 2 ways you could find the volume of your locker?







4. Calculate the volume of the rectangular prism below. Label your answer.
















Tip: Use the unit cubes at your table to build a model!