Name: Haylee Weiss

Date: 4/11/2018

Time: 9:30-10:55

Subject/ Class/ Period: Math/5th/ 3rd, 4th, 5th periods

Specific Objectives to Meet Goals:

 The students will be able to identify the formula for finding the volume of a rectangular

prism (volume=length x width x height).

 The students will be able to use the formula to calculate the area of rectangular prisms.

 The students will be able to solve word problems that involve using the volume formula.

 The students will be able to construct cubes and measure the length, width, and height of

the cubes to find the area.

Ohio Learning Standard:

 5 MD. 3- Recognize volume as an attribute of solid figures and understand concepts of

volume measurement.

 5 MD. 5- Relate volume to the operations of multiplication and addition and solve real

world and mathematical problems involving volume.

Motivational Techniques:

First, I will begin by asking students what the formula for area is (this should build on the lesson

they did the day before). Then I will demonstrate how we need one more component to create the

formula for volume.

Materials Needed:

 Packets of worksheets for the students

  iPevo

 Projector

 Dry erase markers

 Dry erase board

 Scissors

 Glue

 Crayons/markers

Procedure for Lesson:

 Hand out worksheet packets

 Begin by asking the students the formula for area, then build off that explaining the

formula for volume.

 Begin explaining the first example that is projected on the board with iPevo (ask for

student input)

 Go over the second example

 Give students time to complete the last two problems on their own

 Get the class’ attention and go over the two problems they did on their own

 Ask for volunteers to come up to the board to walk the class through the steps

 Begin the word problem examples

 Do the first one altogether asking for student input

 Give students time to do the four remaining problems on their own

 Ask for volunteers to come up to the board and walk the class through the steps

 Explain the last two activities

o Independent worksheet:

 This is to be done independently

  Once completed it must be checked by me or cooperating teacher

 Then students can get the materials needed for the City Planner Project

o City Planner Project:

 The students are to plan a city

 They will receive three pieces of paper: buildings (cubes and rectangular

prisms that had to be cut and put together), volume recording sheet, and a

map

 First, cut out the three buildings, color, and put them together

 Next, measure the length, width, and height and record on the recording

sheet to calculate the volume

 Finally, color the map and attach the buildings to the map

 The students are given the rest of the block to complete the worksheet and the city

planner project.

Academic Language:

 Volume (length, width, height), area, calculate, measure

Assessment Methods:

 The worksheet must be checked by a teacher before the students begin the city project.

This allows me to gage each student’s understanding of the concepts.

 The students are given two days to complete the city planner project. They will turn in

their recording sheet so I can see if they calculated the volume correctly.

Evaluation of Field Experience Student’s Performance:

This lesson went really well. I have never taught a block schedule so I was worried I would not

have enough activities planned for the students, but it worked out well and I had just enough
planned. I really enjoyed having the students come up to the board at the beginning of class as I

was introducing the formula and how to implement it. It allowed the students to fully participate

in the class and gave them a moment to “be the teacher” and teach their peers. Even though it

was a long class, I believe the students were engaged in the lesson. I tried to break it up so we

only spent a short amount of time on each section. Going over the formula altogether then

allowing students to work independently allowed students to ask questions and get the help they

needed. I am also glad I explained the project before I gave my students the worksheet; it

allowed them to go from one thing to another seamlessly. The students had a lot of fun with the

project and used lots of creativity in naming their cities and deciding what each building should

be all while using the volume formula. When giving the students time to work independently

before going over the problems, I had quite a few early finishers. Next time I will give students

an option to work slightly ahead so they stay busy and are not just sitting waiting to continue.