Old Dominion Darden College of

University Education
Instructional Lesson Plan
Overview
Lesson Plan Overview

Date: 10/23/2018
Lesson Title:

Math Matter(s)

Lesson

Author: Caitlin

Smith Grade

Level: 5th

Subject Area:

Math/Science

Time Allotted for Lesson: 3 Class Periods

Short Description of Lesson

In this lesson, the students will...

In this lesson, students will build their own model for creating large soap bubbles.

Students will investigate this science activity with preparing geometric wire

models to see the maximum number of planes, lines, vertices, and sizes of the

angles that are produced when the planes and lines intersect.

54
 Standards
Lesson Plan Standards
5.4 The student will investigate and understand that matter is anything that has mass and
takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing
properties of each phase of matter; b) the effect of temperature on the phases of matter; c)
atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

5.8 The student will a) solve practical problems that involve perimeter, area, and volume in 

standard units of measure; and b) differentiate among perimeter, area, and volume and 

identify whether the application of the concept of perimeter, area, or volume is appropriate 

for a given situation.
5.9 The student will a) given the equivalent measure of one unit, identify equivalent
measurements within the metric system; and b) solve practical problems involving length,
mass, and liquid volume using metric units.

5. 12 The student will classify and measure right, acute, obtuse, and straight angles.

Instructional Objectives
Instructional Objectives

Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three
basic phases of matter.  Construct and interpret models of atoms and molecules.  Identify substances as
being an element or a compound.  Design an investigation to determine how a change in temperature
affects the phases of matter (e.g., water). Include in the design ways information will be recorded, what
measures will be made, what instruments will be used, and ways the data will be graphed.  Compare and
contrast mixtures and solution.

Describe practical situations where perimeter, area, and volume are appropriate measures to use, and
justify orally or in writing.  Identify whether the application of the concept of perimeter, area, or volume
is appropriate for a given situation.

Given the equivalent measure of one unit, identify equivalent measurements within the metric system for
the following: – length (millimeters, centimeters, meters, and kilometers); – mass (grams and kilograms);
and – liquid volume (milliliters and liters).  Estimate and measure to solve practical problems that involve
metric units: – length (millimeters, centimeters, meters, and kilometers); – mass (grams and kilograms);
and – liquid volume (milliliters, and liters).

Classify angles as right, acute, obtuse, or straight.  Identify the appropriate tools (e.g., protractor and
straightedge or angle ruler as well as available software) used to measure and draw angles.  Measure
right, acute, obtuse, and straight angles, using appropriate tools, and identify their measures in degrees. 
Solve addition and subtraction problems to determine unknown angle measures on a diagram in practical
problems.

Focus
Enduring Understandings

Matter is anything that has mass and volume.  Mass is the amount of matter in an object. The mass of an
object does not change. (Weight of an object changes based on the gravitational pull on it. A person will
have the same mass on Earth, Mars, and our moon. However, his or her weight on our moon will be 1/6 of
what it is on Earth and will be 1/3 as much on Mars.)  Matter can exist in several distinct forms which are
called phases. The three basic phases of matter generally found on Earth are gas, liquid, and solid. (Though
other phases of matter have been identified, these are the phases of matter that fifth-grade students are
expected to know.)

To develop the formula for determining the volume of a rectangular prism, volume = length × width ×
height, students will benefit from experiences filling rectangular prisms (e.g., shoe boxes, cereal boxes)
with cubes by first covering the bottom of the box and then building up the layers to fill the entire box
Length is the distance between two points along a line.  Metric units for measurement of length include
millimeters, centimeters, meters, and kilometers. Appropriate measuring devices include centimeter ruler,
meter stick, and tape measure.  Weight and mass are different. Mass is the amount of matter in an object.
Weight is determined by the pull of gravity on the mass of an object. The mass of an object remains the
same regardless of its location. The weight of an object changes depending on the gravitational pull at its
location. In everyday life, most people are actually interested in determining an object’s mass, although
they use the term weight (e.g., “How much does it weigh?” versus “What is its mass?”).  Balances are
appropriate measuring devices to measure mass in U.S. Customary units (ounces, pounds) and metric units
(grams, kilograms).  Metric units to measure liquid volume (capacity) include milliliters and liters. 
Practical experience measuring familiar objects helps students establish benchmarks and facilitates
students’ ability to use the appropriate units of measure to make estimates.  Students at this level will be
given the equivalent measure of one unit when asked to determine equivalencies between units in the
metric system. An example can be found below. – Students will be told 1 kilometer is equivalent to 1,000
meters and then will be asked to apply that relationship to determine:  the number of meters in 3.5
kilometers;  the number of kilometers equal to 2,100 meters; or  Seth ran 2.78 kilometers on Saturday.
How many meters are equivalent to 2.78 kilometers?

Angles can be classified as right, acute, obtuse, or straight according to their measures.  Angles are
measured in degrees. A degree is 1 360 of a complete rotation of a full circle. There are 360 degrees in a
circle.  To measure the number of degrees in an angle, use a protractor or an angle ruler.  A right angle
measures exactly 90 degrees.  An acute angle measures greater than zero degrees but less than 90 degrees.
 An obtuse angle measures greater than 90 degrees but less than 180 degrees.  A straight angle measures
exactly 180 degrees.  Before measuring an angle, students should first compare it to a right angle to
determine whether the measure of the angle is less than or greater than 90 degrees.  Students should
recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle
measure of the whole is the sum of the angle measures of the parts.  Students should understand how to
work with a protractor or angle ruler as well as available computer software to measure and draw angles
and triangles.

Essential Questions

How do you create a line?

What is the shortest possible way to connect two points?
What is the shortest possible way to connect three points?
What is the shortest possible way to connect four points?
What is matter?
How can we change a state of matter?
Procedures
Lesson Set

Ask the students if an object will always stay the same or if it will change. Students should
come up with their own examples of how objects have changed. Then present the students
with a real life example of a state of matter changing. An example could be the ice cubes
melting in your drink or the ring on your finger fitting differently in the summer vs. winter.
After this, have the students create their own examples of how matter can change.

Rationale

The teacher will explain to students that matter constantly surrounds them. Everything is
made up of atoms, molecules, compounds, etc. The teacher will also explain that
geometry is an important aspect of life as well. Geometry is used in real life for mapping,
video games, space travel, etc.

Techniques and Activities

1. Tell your students that they will be learning about the different states of matter. Ask them
if they know what the three states of matter are. List the three states of matter on the smart
board. (5-10 minutes)
2. Ask the class how geometry can relate to matter. Matter can often change shapes and
forms, which can relate to the shapes and angles they are learning for math. Explain this to
the class. (10-15 minutes)
3. Explain to the students that a solid is something that has a definite shape and takes up
physical space. Have the students generate their own examples while writing their
thoughts on the board. Next, explain to the students that a liquid is something that doesn’t
have a definite shape but does take up space, such as water or soda. Have students once
again generate their own examples and write them on the smart board. Finally, explain to
your students that a gas has no shape and does not take up space. Give the students an
example of a gas such as oxygen or carbon dioxide. (30 minutes)
4. Explain to the class they will be creating their own bubble maker that will require them
using their knowledge of geometry (such as using protractors, identifying angles, and
creating various shapes). Redirect the students’ attention to the smart board and model
various geometric concepts and have the students identify them correctly, Examples
include: various shapes, acute/obtuse/right angles, lines, planes, etc. (20-30 minutes)
5. Pass out paper to the class and have them brainstorm how they will create their bubble
maker for optimally creating the largest bubbles. Allow students to work with a partner
and/or team to generate ideas. Come back together as a class and share ideas of what the
students brainstormed. (35-40 minutes)
6. Pass out the materials students will need to build their geometric model. Explain to the
students that this is a serious assignment and not play time. If they cannot handle the
responsibility then the assignment will end early. The students will be working in
teams/partners depending on the size of the class. Explain to the students it is important to
think of the optimal maximum number of lines and shape that will best create their big
 bubbles. (60 minutes).
7. Create the bubble solution while the students are building their geometric models. (85%
water 10% liquid detergent 5% glycerin). (10 minutes).
8. Once the students have completed their geometric models have the class come together.
Each team will test their model one at a time. The students will explain to the class their
reasoning for creating the shape and size of the model they created. The students will also
explain how many lines were involved, sizes of angles, and any other pertinent geometry
information. The students will then use their geometric model to test the size of their
bubble. Record the students each as they demonstrate their geometric model. (35-50
minutes)
9. After the demonstrations are complete, it is time to follow up with the class. Ask the
students why the soap bubble assumed the shape it did, (The answer should relate to how
matter can change shapes and forms). Also, ask the class why certain geometric models
generated larger bubbles than other models. Ask the class if they witnessed any matter
changing forms. (25 minutes)
10. Have the students in their teams create a paragraph or two on how/why they created
their geometric model. Have the students record the results of their geometric model and
why it occurred that way. Collect the students’ work. (15-20 minutes)

Lesson Closure

The lesson will be closed when the class comes together at the end of developing their
paragraphs regarding their geometric models. The teacher will facilitate questions in order to
engage student thinking such as “how did you come up with your model based on what
geometric concepts” “did you learn anything new about matter” “if you could have another
opportunity to create a geometric bubble maker, would you change your model or keep it the
same” record student responses on the smart board.
 Assessment/Evaluation

The students will be assessed based on their final written paragraphs regarding how they created
their geometric model, why they created that model, what worked/didn’t work, and if they could try
the experiment again how they would go about it. Students would have to incorporate their math
topics appropriately into their explanations. Students would also be evaluated through observations
and teacher inquiry.

Student Products

The students will create their own geometric bubble model. The geometric bubble maker will
be dipped in the soap mixture and moved by the student to generate a bubble. The students
will be recorded during their presentation. A product will be the student recording. The final
product will be the paragraphs the students write about their experiences.

Supplemental Activities: Extension and Remediation

Extensions: Have the students measure out their angles and identify the size of the various angles.
Remediation: One on one instruction with the instructor, reading extensions, supplemental
materials.

Adaptations for Diverse Special Learners

ESL students may require more time on lessons and the use of an ESL teacher to better understand
the activity in the class. Students with special needs may require more one on one instruction with
their teacher specifically if it is a physical disability and they would need help creating their
geometric model. Gifted learners may require additional readings/work if they finish earlier than
other students.

Differentiated Instruction

I have differentiated this lesson through small group work, various stations, and the use of flexible
seating.
 Resources
Materials and Additional Resources

Computer
Printer
Smart Board
Paper
iPad
Straws
Protractors
Paper Plates
Laundry Detergent
Water
Glycerin
Tape
Rulers
Pencils
Pens
https://betterlesson.com/lesson/596487/discovering-volume-part-1?
grade=17&subject=1&from=bl_directory_no-keywords_fifth-grade_geometry_mt-lesson_596487_title
https://www.education.com/lesson-plan/states-of-matter/

Reflection and Reaction

Personal Impact on Student Learning

To be completed once lesson is completed.