## Measuring Volume Chart.docx - Section 2: Explore

# Measuring Volume

Lesson 5 of 11

## Objective: SWBAT measure to find the volume of several figures

#### Launch

*5 min*

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

The POD today will ask students to explain how to find the volume of a cylinder. We have explored formulas and I am interested to see how students make meaning of the formulas we have learned and how they apply what they’ve learned. Are they breaking the cylinder into a circle and a rectangle?

*expand content*

#### Explore

*30 min*

The explore activity today will ask students to find the volume of several figures. In small groups at their tables, students will receive shopping bags filled with at least 6 different items (cylinders, prisms, etc.), a centimeter measuring tape and the Shopping by Volume lab sheet. Groups will list their items on their sheet and make a prediction about the volume of each item and rank them in order from least to greatest. Students will use the measuring tape to find the height and the base area of each item. After I tell students to find the height and the base area, students can use formulas or other strategies to find the volume of each item. I want them to compare their estimations to the actual volume. How close were their predictions to the actual volumes? I want them to look at the ranking they initially gave for their volumes and see how close a new ranking would be. After we discuss the rankings, students will go on to answer the rest of the questions so we can discuss the conclusions.

#### Resources

*expand content*

#### Landing

*5 min*

The exit ticket today will ask students for a brief explanation on how to estimate volume. I want to know if they are just making guesses at what they think the volume will be or are they using some type of reasoning, considering how tall the container is or comparing it to a similar container. How are they making the estimate? If they are just making guesses, we can discuss how to make a more determined, narrow estimation using facts available or making comparisons.

*expand content*

##### Similar Lessons

###### Density of Gases

*Favorites(54)*

*Resources(14)*

Environment: Urban

###### Perimeter of Irregular Rectilinear Shapes

*Favorites(7)*

*Resources(19)*

Environment: Urban

Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Volume Pre Assessment
- LESSON 2: Vocabulary Foldable
- LESSON 3: Vocabulary Word Problems
- LESSON 4: Fill 'Er Up
- LESSON 5: Measuring Volume
- LESSON 6: Nets
- LESSON 7: Minimum Coverage
- LESSON 8: Write It Wednesday Surface Area
- LESSON 9: Cover and Fill
- LESSON 10: SA Volume Review
- LESSON 11: Surface Area and Volume PostAssessment