Reflection: Rigor Measure Me: Volume (Day 1) - Section 3: Independent Practice


You'll see that I try to include questions for students to respond to that include a student getting an answer wrong. This way, students have to "back track", and determine where in the steps the student went wrong. In order to do this, and analyze the process, my students need to understand and be able to verbalize the correct steps/process to solving a problem. This also increases motivation, because then my students feel like the experts, and are the "teacher". I love to promote peer tutoring inside my classroom, and even in vertical alignment with younger students too. This process empowers leadership qualities.

  Incorrect Answers
  Rigor: Incorrect Answers
Loading resource...

Measure Me: Volume (Day 1)

Unit 5: Measurement
Lesson 3 of 16

Objective: SWBAT measure volumes by counting unit cubes, using cubic cm, cubic m, cubic ft., and improvised units.

Big Idea: Grade 5, Critical Area #3 states that students decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes.

  Print Lesson
Add this lesson to your favorites
Similar Lessons
The Unit Cube
5th Grade Math » Volume
Big Idea: It's about to get dicey!
Grand Rapids, MI
Environment: Urban
Erin Doughty
Discovering Volume (Part 1)
5th Grade Math » Shapes & Their Attributes (Geometry)
Big Idea: Students work with manipulatives to make discoveries about volume.
Tyngsborough, MA
Environment: Suburban
Julie Kelley
Something went wrong. See details for more info
Nothing to upload