Why would we ever need to know the volume of an object? That's the question I pose as we begin today's lesson. As a class, we create an anchor chart of real life applications where we would need to determine volume. I first have each group record their answers on a group recording form, and then once each group shared out, we create a classroom list. One of my students mentions a car to transport things to the beach. Another student suggests needing to know the volume (capacity of) bags at the grocery store. I lead the conversation by asking what's something that girls may own to store things in. This leads to purse, and then jewelry box. I let students know to expect some problems in math using these things as examples.
We went through Guided Practice notes to provide multiple examples and step-by-step instructions. Today, my goal in this Guided Practice is to have my students use multiplication to find the volume of right rectangular prisms. Together, we create these notes as a I guide them through the process.
Using MP 3, students Think-Pair-Share, using the following example to multiply to find the number of unit cubes in the prism:
They goal is for students to "discover" the formula that L x W x H: (5 x 4) x 7 = 140 mm.
Here, students use another student's method to compute the volume of a prism and then explain how to use a different method to check the answer.
Given 2 pictures (one of a box of crackers and one of a box of oats), students work to find the volume. They must show all of their thinking.
Using cold calling, I have students model their work and explain their thinking on the SmartBoard. To practice solving word problems, students are also given the challenge to solve the following problem using MP1: