standard_description: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
problem_activity: Warm-up
The purpose of this warm-up is to review factors and multiples while eliciting ideas on common factors and common multiples that will be useful in the activities of this lesson. While students may notice and wonder many things about the numbers they have circled, it is important for students to notice the multiples 4 and 6 have in common and wonder what other multiples they would have in common if the counting sequence continued.
Launch
Arrange students in groups of 2. Tell students 10 is a multiple of 5 because
\(10 = 5 \boldcdot 2\)
. One way you can find multiples of a number is by skip counting. For example, the multiples of 5 are 5, 10, 15, 20. . . and so on. Give students 1 minute of quiet work time to circle the multiples of 4 and 6. Give students 1 minute to discuss the things they notice and wonder with a partner, followed by a whole-class discussion.
Student Facing
Circle all the multiples of 4 in this list.
1   2   3   4   5   6   7   8   9   10  11  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26
Circle all the multiples of 6 in this list.
1   2   3   4   5   6   7   8   9   10  11  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26
What do you notice? What do you wonder?
Student Response
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Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After each response, ask the class if they agree or disagree and to explain alternative ways of thinking, referring back to the images each time. If there is time, ask students what other multiples 4 and 6 would have in common if the counting sequence continued. Ask them to explain their reasoning. Record and display their responses for all to see.


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