Unit: Properties of Shapes

Lesson: Volume

Date: 10/01/13

Time Length: 20 min

PA Academic Standards - 2.3.8.C: Calculate volume, surface area, and degrees of angles; calculate circumferences and area of circles, and use a measurement formula to solve for a missing quantity. Assessment Anchor Descriptors M8.B.2.2: Use, describe and/or develop procedures to determine measures of perimeter, circumference, area, surface area and/or volume. Motivational Device: Demonstrate for students using measuring cups, that different dimensions can still hold the same volume. Instructional Objectives: 1. Upon completion of the activity, students will be able to correctly identify the different dimensions of a rectangular prism. 2. Upon completion of the activity, students will be able to explain how the dimensions of volume can change, correctly. Materials Needed: 30 Starburst per student, index card Technology Needed: Document Camera Resources Used: www.pdesas.org Lesson Type: Presentation & Discovery Lesson Outline: I. Introduction A. Motivational Device: demonstrate that different shapes can have the same volume. i. What do we know about the volume of an object 1. Inside the object, what can fill it 2. Definition: Measure of the amount of space occupied by a 3D object B. Fill both measuring cups with 550ml of water and place where everyone can see

Comment [S1]: INTASC: Planning instruction is a key part to making sure students are getting the appropriate information. This lesson is one of many which shows my creativity when it comes to planning and implementing lessons for my students.

Comment [S2]: This lesson plan specifically focuses on calculating volume which is addressed by this standard. It is also accompanied by the assessment anchor below.

i. Notice even though these are both filled with 500ml of water they are a different size, one is smaller than the other ii. Ask students: Does anyone think the water from this (big) measuring cup will into this small pan iii. Pour big measuring cup into small pan 1. Once students see it all fits, explain that shapes can have the same volume even though they have different dimensions II. Introduce todays activity discovering volume A. Today we will be using starburst to build 3d rectangular prisms B. Ask questions some review questions i. Before we get started, can anyone remind me of what a prism is? Names of prisms they may know? 1. Solid where 2 bases are parallel and connected by perpendicular faces ii. What are the dimensions that I need to know in order to find the volume of a rectangular prism? 1. Length, Width, Height iii. What is my formula for finding the volume of a prism? 1. Volume= Areabase * height 2. Remember Area of my base is also length * width iv. If we are building our own shapes, do we need the formulas for volume? 1. No, we can count the individual blocks (starbursts) 2. Can check with the formulas III. Handout worksheets and starburst and provide instructions i. Students will work with partners or by themselves to find the dimensions of 3d shapes when given the volume 1. We are going to stick with rectangular prisms for todays activity 2. You are trying to find different dimensions for an object keeping the same volume ii. Instead of measure our units using in3 or cm3 which we normally use, we will be using the units of starbursts3
Comment [S3]: INTASC: Diverse Learners, this activity has students build their own rectangular prisms out of starbursts and then find the volume of the prism and/or the dimensions. I like hands on activities and tasks which get the students engaged and thinking about different ways they can set problems up or use manipulatives to find missing information. This was a fun yet academically challenging task for my students.

IV.

Practice Example A. Do number one on worksheet together as a class i. Find the dimensions of a rectangular prism with a volume of 12 starbursts3 ii. First we need to get 12 of our starbursts, because 12 is our volume so that is the amount that fills our object iii. Lets stack our 12 starbursts until we get a completed prism iv. Stack them and find the dimensions with the class 1. We have a length of 3 a width of 2 and a height of 2 2. I can check this by plugging it into my formula 3. Area of my base, or length *width, multiplied by my height

V.

Have students complete activity together A. Circulate room and check to make sure students are building and completing them correctly B. Remind students that they could get more than one set of dimensions for the same problem C. Remind students to check their work with the formulas
Comment [S4]: INTASC: Reflective Practicioner; here I am making sure that I am circulating the room to see if my students are understanding the task they have been given and completing it correctly. This allows me to make changes if needed, for when it is taught to the next class.

VI.

As students are wrapping up, have different students come and write their new found dimensions on the board A. See if anyone found different answers or dimensions B. Check a couple of the answers by plugging them into the formulas

VII.

Summary A. Summary of the lesson i. Review volume is the space inside an object ii. Objects can have the same volume but with different dimensions B. Have students complete exit card i. Have students fill out their exit card, answering the following Explain the difference between a rectangular prism with a l=3 w=7 h=2 and one with a l=2 w=3 h=7? What are the volumes of these prisms? C. Mentions tomorrows lesson about surface area

D. Closure

Key Questions: 1. What are the dimensions you need to know in order to find the volume of a rectangular prism? 2. Do we need to know the formula for volume in order to find the volume of a rectangular prism? 3. Can two different objects have the same volume, but different dimensions? Closure: Have students fill out their exit card, answering the following Explain the difference between a rectangular prism with a l=3 w=7 h=2 and one with a l=2 w=3 h=7? What are the volumes of these prisms? Differentiated Learning Activities: 1. Tier 1: Provide students who are struggling with a pre-solved problem from the activity sheet. 2. Tier 2: Basic students will be allowed to use their notes taken during the previous class to complete the activity sheet if they get stuck. 3. Tier 3: Organize advanced students and have them write a paragraph explaining why the volume of an object can take on different dimensions. Formative Assessments: 1. Walk around the room while students are completing the activity; check their work for accurate understanding of how volume dimensions can change. 2. Ask a student to complete a problem from the worksheet on the board; checking to make sure that they have worked out the problem using the formula and labeled the dimensions correctly. Homework: Students are to complete problems 5 & 6 from the activity sheet if not finished during class.

Reflection: 1. Did students benefit from the discovery lesson? 2. Was the concept of finding different dimensions clearly explained? 3. Did the lesson reach all instructional objectives?

Comment [S5]: Reflective Practitioner; although these are part of the traditional lesson plan format, I think it is important to think about and answer them at the completion of each lesson. This allows you to see if any re-teaching needs to take place.