Sara Casiano

Math Lesson

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able
to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of

MAFS.5.MD.3.3
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.

How are area and volume different?

Given a rectangular prism, students will be able to find the area and use the area
to find the volume of the prism.

Sara Casiano

Math Lesson

mastery, i.e., "C: Given a

sentence written in the past
or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Rationale
Address some the following
questions:
Why are you teaching
this objective?
Where does this
lesson fit within a larger
plan?
Why are you teaching
it this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your

I am teaching this objective because knowing about the relationship between area
and volume will help them understand volume in a deeper manner which is a
necessary skill. This lesson is one small portion (the middle) of an entire unit that
focuses on volume and that volume is measured with cubic units.

Formative: Have students create a rectangular prism with a base that has an area of
nine, and the total volume is 72 cubic units. Have them tell me what the dimensions

Sara Casiano
objectives?
Address the following:
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either during
this lesson or in upcoming
lessons?

Math Lesson
of their prism are.

Summative: A worksheet from their workbook where they can work on using area to
find volume.

What Content Knowledge

is necessary for a teacher The teacher needs to know about area, volume, and their relationship. The teacher
should also know how to use manipulatives in order to show this relationship.
to teach this material?

What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this previous
knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this

The students need to know what area is, and what volume is. They are ready for
this content because they will be refreshed on it in the days prior in a way that
leads up to this lesson. I also know that they will be ready for this content because
they have a general understanding of volume from the common core math morning
work they do in the mornings. This morning work reviews 4 th grade standards and
teaches them the basics of the fifth grade standards they will learn in the year in
order to better prepare them for certain units.
My students are fifth grade girls in the ages of 10 and 11. One student receives ESE
support, three are in the AGP, and I have no English language learners.

Sara Casiano

Math Lesson

content?
What misconceptions
might students have
about this content?

They might not make the connection on how area and volume are related. They
know that area is related to two-dimensional planes and they may not see how a
three-dimensional shape has those planes but in layers.

Lesson Implementation
Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to

Direct instruction, discussion, group work, and independent work.

Time

Who is
1.
responsibl
e (Teacher2.
3.
or
Students)?
4.

Ask the Essential Question and have the students answer the
question in their notebook.
Have the students share ideas of EQ as a class, and discuss it.
Put students in groups of 3 and hand out unit cubes to each
group.
Have students create an array with specified dimensions (i.e.:
2x2, 3x4, 5x5)
5. Have them add a layer to that array.

Sara Casiano
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?
What will you do if

Math Lesson
6. Discuss what type of object they created (rectangular prism).
7. Have the students find the area of each of the layers and
combine them to find the volume.
8. Create two more rectangular prisms and allow them to find
the volume.
9. As a formative evaluation:
Ask the following HOT question- Create a rectangular prism
with a base area of 9 and a total volume of 72 cubic units.
What are the dimensions of your prism?
10.Hand out a worksheet where they find volume using area as a
summative evaluation.

a student struggles with the content?

If a student struggles they will be pulled for a reteach group. This reteach group will
go back over the basics of area and try to retie that in with volume using more
direct instruction and questioning to clear up any misconceptions.

Sara Casiano

What will you do if

Math Lesson

a student masters the content quickly?

If a student masters the content quickly they will be able to move on to the
summative assessment.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This connects to their interests because they use 3D objects when they play video
games such as Minecraft, which they love playing. They need to understand these
shapes in order to build things.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community because this will lead them into understanding
volume, and finding volume is an important life skill. They will need to understand
volume even as they grow old enough to want to cook or bake for themselves
and/or their parents.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
They will receive an enrichment worksheet.

Sara Casiano

Math Lesson

How will you differentiate instruction for students who need additional
language support?
I do not have students that require language support, but if I did, I would make
cards with the math vocabulary in their home language so they have something to
refer back to and can learn the content vocabulary. I would also make all of my
directions and questions in both English and their home language.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

I will be checking with my ESE student, C.J., ensuring she is on track and making
sure she does not fall behind at any point. If she masters the content, she will
receive extra time to complete the summative assessment and formative
assessment.

Unit Cubes
Worksheet
Pencils

Sara Casiano

Math Lesson