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VOLUME OF A PRISM RECTANGULAR HOW TO

Record how many cubic centimeters were needed to fill the prism (the volume).

Fill the rectangular prism with cubic-centimeter blocks.

Measure and record the length, width, and height of the prism.

Fold and tape the net to create a rectangular prism.

Write these directions for the activity on the board: While students are cutting out the nets, distribute the Volume of Rectangular Prisms practice worksheet ( M-5-1-1_Volume of Rectangular Prisms and KEY.docx). This is very important as the extra lines are fold lines to be used later.” Cut around the edge, not on each line shown. Also, distribute scissors and tape for students to cut out the nets so they may fold and tape them to create rectangular prisms.Īsk students to cut out the nets. Nets F, G, H, and I will be used later in the lesson. Copy these nets onto cardstock or heavy paper. Now distribute the Rectangular Prisms Nets A, B, C, D, and E ( M-5-1-1_Rectangular Prism Nets.docx). It is important to refer to these as cubic centimeters or cubic cm to help students remember that volume can be thought of as how many cubes fit inside of a rectangular prism.) (Although grade 5 students learn about exponents, in this lesson, “cubic centimeters” is a better notation than cm 3.

Explain to students that these cubes represent cubic centimeters because the length, width, and height are all 1 centimeter. Measure to the nearest centimeter.” After students have had time to find these measures, ask them to report the measurements. “Using your ruler, measure the length, width, and height of one block. (The unit cubes in sets of base ten blocks are usually cubic centimeters.)įirst, ask students to measure the dimensions of an individual cubic-centimeter block. Also, distribute at least 100 cubic-centimeter blocks to each group. Distribute at least one ruler with centimeter markings to each group. Students should work in groups of two or three. Students then practice using the formulas to solve real-world problems. Students first use cubic-centimeter blocks and rectangular prisms to develop the volume formulas. The focus of this lesson is to have students develop and apply the formulas for computing the volumes of right-rectangular prisms. Expansion suggestions are available for students who are ready for a challenge beyond the requirements of the standard. The Small Groups section contains activities for students who may benefit from additional practice. The Routine section includes suggestions for reviewing lesson concepts throughout the year. Using suggestions in the Extension section, the lesson may be modified to meet the needs of students. Students will also be evaluated using the Lesson 1 Exit Ticket. Students will be evaluated by their performance on the Using Volume Formulas and Volume of Rectangular Prisms practice worksheets. Students will also review using the formulas to find the volumes of prisms in real-world contexts using the Volume of Rectangular Prisms practice worksheet.

This will be completed in class and requires students to apply the correct volume formula based on the information provided.

VOLUME OF A PRISM RECTANGULAR HOW TO

Students will review how to use the formulas to compute the volumes of rectangular prisms with the Using Volume Formulas practice worksheet. Using the Volume of Rectangular Prisms practice worksheet, support students in learning to identify the dimensions and compute the volume of rectangular prisms using these formulas.

Help students understand the connection between the two formulasĪnd. Engage students in generalizing patterns to develop the volume formulas. Have students work in groups to measure the dimensions and determine the volume of rectangular prisms. Then encourage students to look for patterns to develop the volume formulas. Hook students by engaging them in finding the volume of rectangular prisms usingĬubic-centimeter blocks. Students will then use these formulas to calculate the volume of rectangular prisms. Students will investigate and develop both formulas for the volume of rectangular prisms, and. Scaffolding, Active Engagement, Modeling W: