5.6.4Ma


 * Grade:5 Unit:6 Week:4 Content: Math Dates: 4/29-5/3 **

How can geometric measurement be used to understand the concepts of volume and relate volume to multiplication and to addition?
 * Theme Essential Question **** : **


 * Essential Questions: **
 * How can you use a formula to find the volume of a rectangular prism?
 * How can you use the strategy make a table to compare different rectangular prisms with the same volume?
 * How can you find the volume of rectangular prisms that are combined?

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 volumes 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.
 * Standards **
 * 5.MD.5 ** Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
 * Objectives **
 * TLW use a formula to find the volume of a rectangular prism.
 * TLW use the strategy //make a table// to compare volumes.
 * TLW find the volume of combined rectangluar prisms that are combined.


 * Assessment **
 * Product
 * Students can demonstrate an understanding of the three dimensions of a rectangular prism.
 * Students can demonstrate the ability to pack a right rectangular prism with unit cubes without overlap or gaps.
 * Students know and understand measurement and various cubic units.


 * Key Questions (match Standard)
 * Can students find the volume of a right rectangular prism with whole-number lengths by packing it with unit cubes?
 * Can students demonstrate their understanding of the associative property of multiplication with three whole numbers?
 * Can students use their knowledge of attributes of solid figures to find the volume of the figure?
 * Do students understand what a cubic unit is?


 * Observable Student Behaviors (Performance)
 * Show a drawing of a stacked right rectangular prism. Students will find the length, width and height of the figure and calculate the volume.
 * Use appropriate vocabulary words to explain how to compute volume.
 * Accurately compute volume of solid figures composed of two non-overlapping rectangular prisms.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 3. Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||


 * Vocabulary **
 * ** Math ** || || ||
 * base/area of base, length, right rectangular prism, edge, height, formula, abbreviations of measurements (l, w, h, b, V), depth, additive ||  ||   ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * *These suggested activities may be used for week 5 of unit 6 **


 * On Core Mathematics-Lesson 91, 92, 93 (pages 181-186)
 * Investigations and the Common Core State Standards (2012 Ed.) Student Activity Book page 7-8, Unit 2 Sessions 1.2, 1.5A, 2.1, 2.3, 2.4A
 * Investigations (1998 Ed.)Containers and Cubes: Investigation 3: Measuring the Space in Our Classroom Sessions 1-4
 * MeasureWorks (2003) Volume/Capacity Unit-Measure Volume (page T-3)
 * Groundworks Find the Dimensions 1-6 (pages 105-110)
 * Hand on Standards Lesson 6 and 7 (pages 144-147)
 * The SuperSource: Base Ten Blocks –The Great Waffle Baffle (page 78-81)
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 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * **Base ten blocks**


 * Games **


 * Videos **
 * @http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
 * @http://www.brainpop.com/math/geometryandmeasurement/volumeofprisms/preview.weml
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=F1A9820E-7EF0-42FD-BA05-9FD363195A1F&blnFromSearch=1&productcode=US
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 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=05D7E7C3-C748-4B28-A1E9-255177842C77&blnFromSearch=1&productcode=US
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=7E0C507E-12F3-40DA-A760-0FBAC277886D&blnFromSearch=1&productcode=US
 * [|http://www.learner.org/resources/series184.html?pop=yes&pid=1996#]


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **
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 * Other Activities, etc. **
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