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Marisol Terrones November 19, 2016

Lesson 3
Grade Level: Fifth Activity Type: Art/Math Math Topic: Algebraic Reasoning
Key Content Standard(s) Addressed:
MATH TEK:
(4) Algebraic reasoning. The student applies mathematical process standards to develop concepts
of expressions and equations. The student is expected to:
(G) use concrete objects and pictorial models to develop the formulas for the volume of a
rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and
V = Bh); and
ART TEK:
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other
art forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials.
Academic Learning goals/objectives aligned with the standards:
Students will create a 3 dimensional figure with art supplies.
Students will measure the 3D figure in either inches or centimeters.
Students will use the formulas to find volume of the figure.
Students will present their findings to the class.
Materials
Play- Doh
Balloons
String
Cardboard
Sticks
Pipe cleaners
Rulers
Paper
Volume worksheet
Glue
Scissors
Phrase I (Introduction)
Students in this 5th grade class will create a 3 dimensional figure out of the materials that are
provided by the teacher. The shape has to be either a prism or cube. Students can make the
cube or prism any size, and after the student has completed their art model. Students will
measure their figure and find the volume with the use of the formula for a prism or cube.
o I will introduce a discussion on the various objects that are shaped in a prism
or cube form.
What kinds of things are in a shape of a cube or prism? What are the
characteristics that make them this way? What are some examples?
As a class, we will discuss these questions.
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The teacher will then model her example of the prism she made out of pipe cleaners.
The teacher will explain the purpose of the activity.
o As a class, we will create various 3D shapes and measure them in either
inches and or centimeters. After finding the measurements, students will find
the volume of the figure they have made.
Phrase II (Procedure)
The teacher will have materials out for the students.
Students will have a choice in deciding what they want to make their figure out
of.
The teacher will call up students by groups to pick the materials they would like.
Once every student has picked up their materials they would like, the teacher will
demonstrate her example.
Students will be given 15-20 minutes to make their art piece.
After students have finished their art piece, students will be given a ruler and a
volume worksheet to measure their piece.
Depending if students created a cube or prism, they will use the formula, V=BH
or V= s3 .
Students will write the formula on the volume worksheet and show their work in
how they solved the equation.
Once students have finished, students will present their findings to the class.
Phrase III (Math Assessment)
The students will be assessed informally by a checklist. This assessment will identify if students
created art piece with the materials provided. The teacher will also use the checklist to see if
students have solved the formula correctly and if the students presented their work on the volume
worksheet.
References:
Texas Education Agency. (2016). Texas Essential Knowledge and Skills for Grade 5. [Data File].
Retrieved from http://tea.texas.gov/index2.aspx?id=6148