opportunities for students to develop the formula for the volume of a rectangular prism with activities similar to the one described below. Give students one block (a 1- or 2- cubic centimeter or cubic-inch cube), a ruler with the appropriate measure based on the type of cube, and a small rectangular box. Ask students to determine the number of cubes needed to fill the box. Have students share their strategies with the class using words, drawings or numbers. Allow them to confirm the volume of the box by filling the box with cubes of the same size. By stacking geometric solids with cubic units in layers, students can begin understanding the concept of how addition plays a part in finding volume. This will lead to an understanding of the formula for the volume of a right rectangular prism, b x h, where b is the area of the base. A right rectangular prism has three pairs of parallel faces that are all rectangles. SELECTED TERMS AND SYMBOLS The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them. Students should understand the concepts involved and be able to recognize and/or demonstrate them with words, models, pictures, or numbers. The terms below are for teacher reference only and are not to be memorized by the students. measurement attribute conversion/convert metric and customary systems metric and customary units of measure
Practice Task Individual/Partner Task Use a chart to find volume MGSE5.MD.3a-b MGSE5.MD.4 MGSE5.MD.5a-c Creating boxes and discover how volume is related to length, width and height of cubes Practice Task Individual/Partner Task Find the volume of rectangular prisms MGSE5.MD.3a-b MGSE5.MD.5a-c Drawing and labeling rectangular prisms and then determining the volume Constructing Task Individual/Partner Add to find the combined volume of multiple rectangular prisms MGSE5.MD.3a-b MGSE5.MD.4 MGSE5.MD.5a-c Determining volume as an additive Practice Task Individual/Partner Task Estimate and calculate the volume of rectangular prisms MGSE5.MD.5a-c Estimating and finding volumes of real-world objects Performance Task Individual/Partner Task Design a toy box with a given volume MGSE5.MD.3a-b MGSE5.MD.4 MGSE5.MD.5a-c Designing a toy box with a given volume Performance Task Individual/Partner Task Create 3 different sized boxes for cereal MGSE5.MD.3a-b MGSE5.MD.4 MGSE5.MD.5a-c Designing three cereal boxes and determining the volume Culminating Task Individual/Partner Task Consider volume and capacity to determine guidelines for packing boxes MGSE5.MD.1 MGSE5.MD.3a-b MGSE5.MD.4 MGSE5.MD.5a-c Exploring volume of various shaped boxes Culminating Task 3-Act Task Partner/Small Group Use volume, time and liquid volume measurements to problem solve MGSE5.MD.1 MGSE5.MD.4 MGSE5.MD.5a-c Wondering the volume of a fish tank If you need further information about this unit visit the GaDOE website and reference the unit webinars.
will use their data to equally redistribute the times to determine an average time, understanding and computing the mean of a set of data is a sixth grade standard. COMMON MISCONCEPTIONS Students might confuse a line graph with a line plot. Review the purpose of a line plot (a graphic representation that shows the frequency of data using x’s or dots along a number line) versus that of a line graph (a graphic representation that shows how data changed over time). ESSENTIAL QUESTIONS How is data collected and displayed on a line plot? What strategies help when solving problems with line plots? MATERIALS “Sing a Song” recording sheet Clock with second hand or other timer device GROUPING Small group task TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION In this lesson students will record the number of minutes that it takes to sing a song or read a poem. They will record their times as fractions and mixed numbers on a line plot and redistribute those times equally to determine the average. Students will work in small groups to sing a song or read a poem and measure the time it takes to sing or read to the nearest five seconds or twelfth of a minute. They will record their fractions or mixed numbers and apply their knowledge of equivalent fractions to express each fraction or mixed number in simplest form. Students will use the data from each person in the group to create a line plot. As a final students will analyze that data to determine an average time by equally redistributing each data point. TASK As a class, decide on a song that students will sing, like Happy Birthday, or a poem to read. Estimate the amount of time that it will take to sing or read it. Discuss how to time