SWBAT define volume, and determine how to measure it.

Pack the boxes perfectly, so nothing will leak!

5 minutes

Word problem: Using MP 1, students solve:

**A dresser has a volume of 120 cubic feet. A nightstand takes up exactly half the amount of space. What is the volume of the nightstand? Justify with drawings and words.**

My students can work with their table partner who is seated right next to them. I expect them to consult their notes from the previous days for help, as well as their partner if needed.

15 minutes

We work through the following problems together and I have a student read aloud each sentence. After each sentence we stop to summarize what the question said/asked, and I ask students to underline key details on the board. This helps students to remember to do this on their own. I cold call students in order to ensure that all are paying attention.

Using the box with blue cubes:

Some unit cubes have already been placed in this box. How many unit cubes can be fit into the box? What is the volume of the box? I provide sentence frames to insure students fully express their thinking (it's a good habit to have).

a) A total of ____ unit cubes can be packed into the box.

b) The volume of the box is _____ cubic units. I know this because _____________ .

Using the yellow right rectangular prism:

A crate is filled with 4 layers of unit cubes. Each layer contains 6 unit cubes. What is the total number of unit cubes that can fill the crate? What is the volume of the crate (in cubic units)?

a) The crate can be filled by _____ unit cubes.

b) The volume of the box is _____ cubic units. I know this because _____________ .

15 minutes

Using MP 7, students answer and justify their response using words, drawings, & numbers for:

**A skyscraper has 27 floors. Each floor has 15 offices. The volume of 1 office is 1,000 cubic meters. Hallways and other areas besides offices take up 100,000 cubic meters of space on each floor. What is the total volume of the skyscraper?**

Using MP 3, students answer and justify their response using words, drawings, & numbers for:

**Kylie filled a container with unit cubes. She was able to fit 16 unit cubes into the container. She thinks that the volume is 16 cubic units. Is her thinking correct? Why or why not?**

At this time, I rotate throughout the classroom to watch students work. I pull students to my table to work with some students who need remediation. My students must show their work in writing and with models to explain their answers at least two different ways. They expect, through repeated practice now, that they'll have to explain and show their partner their answer by the end of the lesson.

10 minutes

To close, we review the answers to the problems done during independent work. I allow for partners to share out first in order to ease student's insecurities about their math abilities.

My students discuss their thinking during the share-out using sentence frames on chart paper: I think,...because,..... I know this is true because,..... I agree because,........ I disagree because,....

Afterward, I will use cold calling to call on random students to ensure equity between all students.