5.6.2Ma


 * Grade: 5 Unit: 6 Week: 2 Content: Math Dates: 4/15-4/19 **

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: **
 * What is a unit cube and how can you use it to build a solid figure?
 * How can you use unit cubes to find the volume of a a solid figure?


 * Standards **
 * 5.MD.3.a,b ** 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.
 * 5.MD.4 ** Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.


 * Objectives **
 * TLW understand unit cubes and how they can be used to build a solid figure.
 * TLW count unit cubes that fill a solid figure to find volume.


 * Assessment **
 * Product
 * Students will build three different solid figures using a variety of unit cubes and find their volume.
 * From a group of solids, identify a cube and recognize that each is a cubic unit used to measure volume.
 * Have students construct rectangular prisms from unit blocks varying the base and height. Determine the volume in cubic units.


 * Key Questions (match Standard)
 * Can students count units in three-dimensional pictures using different measures to find volume?
 * Can students pack a container with unit cubes to find the volume.
 * Can students build a solid figure using //unit cubes// to represent volume.
 * Observable Student Behaviors (Performance)
 * The student will be able to build a solid figure using unit cubes to represent volume.
 * The student will be able to understand that a unit cube with a side length of one is made up of six identical square faces and used to measure volume.
 * The student will be able to find the volume of a solid figure by counting cubes.
 * The student will be able to find the volume of a solid figure by counting cubes.


 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 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.
 * Look for and express regularity in repeated reasoning. ||


 * Vocabulary **
 * ** Math ** || || ||
 * || cube, unit cube (n//3)//, one cubic unit, volume, solid figure, overlapping (a partial face to partial face creates a gap) vs. stacking (full face to full face), cubic in., cubic ft., cubic cm., improvised units (non-standard cubic units) || ||  ||   ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey MA 5647, MA 5648
 * Harcourt 27.3
 * On Core Mathematics Lesson 87-89 (pages 174-178)
 * @http://www.k-5mathteachingresources.com/support-files/exploringvolume.pdf
 * @http://www.k-5mathteachingresources.com/support-files/build-a-cubic-meter.pdf
 * Provide students with three-dimensional drawings that represent cubic units, then find volume and correctly label.
 * Super Source-Base Ten Blocks: Bigger and Bigger Cubes (pages 26-29), Double the Dimensions (pages 38-41), Standing Structures (pages 70-73)
 * Super Source-Cuisenaire Rods: Filling Boxes (pages 34-37)
 * Super Source-Snap Cubes: Painted Cubes (pages 46-49), Surface Area with 12 Cubes (pages 78-81)


 * 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 **


 * Games **


 * Videos **
 * @http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm **


 * Sight Words **

Volume of RectangularPrisms Find the volume of rectangular prisms.
 * SMART Board Lessons, Promethean Lessons **
 * AEGOM Lesson G5M026 **

Volume of a Rectangular Prism Find the volume of a rectangular prism. Solve contextual problems. Find the largest and smallest volume for a piece of luggage.
 * AEGOM Lesson G6M026 **

@http://exchange.smarttech.com/curriculum/details.html?id=80d8469c-e495-4f76-8176-184825ad4f50

@http://exchange.smarttech.com/curriculum/details.html?id=9751757f-b550-419e-994a-f6694c024c6d


 * Other Activities, etc. **


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