Volume, Area, and Perimeter Lessons
Week of 8 October 4- 8
MONDAY Oct. 4 5.10 B Connect models with area, perimeter, volume, and respective formulas
5.10 C Select and use appropriate units and formulas to measure length, perim, area, & volume
5,3 B Multiplying to solve problems with whole numbers
Objective: Understanding volume is measured by cubic units,
Materials: 10 Ziploc bags of Cubes, Finding Volume Worksheet
Sentence Stems:
I can volume by ___________________________.
Another way I can find volume is by _____________________________.
Model with the class irregular: (5 - 10 minutes)
 Build a model, an irregular shape, and discuss: VOLUME is finding the amount of CUBES needed to fill
up a space
o Why it is measured in cubic units
 Model counting the amount of cubes to show volume
Pair Practice: (5 - 10 min)
 Give each pair of students a Ziploc bag of cubes and have them build an irregular shape
 Have students find the volume of their shape
 Students will then find another pair of people, exchange builds, find and check the volume with the other pair
o
 Repeat a few times
Model with the class regular: (15 minutes)
 Using the measurements of the first example to build in front of the class.
 Show students how there are layers of surface area (LxW) stacked on top of each other (LxWxH)
Pair Practice: (15 min)
 SW use the Worksheet to build and find the volume of the pictures
 SW build and complete the table
Whole Class Discussion and Connection Question Day 1: (15 min)
 Discoveries and Questions about volume]
 Work the Connection Question
Fire Fighters in Cafeteria at 9:15
Math Dog Time: Can use the Quick Check 4-3, 2x2 Multiplication
o pass: independent Enrichment Envision 4-3
o not pass: small group – Practice Envision 4-3
Tuesday Oct. 5 *Can we do math during language arts since we will be gone in the a.m. for Science
Data Lens?
5.10 B Connect models with area, perimeter, volume, and respective formulas
5.10 C Select and use appropriate units and formulas to measure length, perim, area, & volume
5,3 B Multiplying to solve problems with whole numbers
Objective: Measuring Objects and Solving for Volume, Noticing how Area, Perimeter, and Volume work together
(LxWxH)
Materials: A few empty boxes of different sizes (empty square or rectangular tupperware, shoeboxes, gift boxes,
jewelry boxes, packaging boxes, cereal boxes….) , different size cubes (dice, blocks, unifix cubes… ) rulers, Math
Journals
Sentence Stems:
Volume is the amount of CUBES that can fit into a space.
Volume needs area and perimeter to _____________________________. (... define the size and shape of the space)
Area and Perimeter work with volume to ___________________________. (…define the size and shape of the space)
Model Finding Volume w/ area: (15 min)
 Review the different units of measurements
 Talk about volume and cubic centimeters vs cubic feet or any cubic unit
o Show a few examples the difference between a place value units cube, a dice, a big dice, a connecting
cube……………
 Show students empty boxes and ask “How many way could you figure out the volume of one of these
boxes?”
 Demonstrate with a smaller box, how you can find the area first (LXW) and then just build groups of that (xH)
o Show students the different layers of area
 Show students they will have: different sized cubes, rulers, meter sticks, as their tools
o There will not be enough of all – have students problem solve. How could they figure out the volume from
what is available?
Pair Practice: (25 min)
 Ask students to pay close attention to how the area (lxw) of an object can help you determine the volume
 Students can make sketches to help with their explanations and/or plans to find the volume
o Labeling the measurements – width, height, length
 To help students see the relationship of the numbers on paper
 Put students into leveled pairs
o Differentiation – Choose the size of the box for certain pairs
 Students who need to build their skills can start with smaller empty containers that they can fill
boxes with cubes (empty tupperware container) and move to bigger containers (empty shoebox)
 If higher level pairs finish first have them begin to consider the volume of the room
 How many ways could they figure out the volume of the room
 Have them record the process of solving the problem
Whole Class Discussion and Connection Question Day 2: (15 min)
 Talk about discoveries and questions
 Work the Connection Questions
Dog Time: No time if we do it in the afternoon
Wednesday Oct. 6 5.10 B Connect models with area, perimeter, volume, and respective formulas
5.10 C Select and use appropriate units and formulas to measure length, perim, area, & volume
5,3 B Multiplying to solve problems with whole numbers
Objective: Applying volume to word problems/paper practice, Understand how Area, Perimeter, and Volume work
together
Materials: Word Problems with volume, Have one ready for modeling
Sentence Stems:
I know I need to find volume because ________________________________.
Model looking for keywords in word problems: (10 min)
 Review steps taken to find volume from the day before
 Review situations when area and perimeter were needed to be found
 Include now, situations when volume would need to be found
 Use a word problem and show students how you can dissect the problem to figure out what you need to find
Pair Practice: (35 min)
 Give students word problems to work through
 Have students write next to the problems how they knew it was a “volume” problem
o Basically, just showing evidence that they know what is important
 Practicing the formula (lxwxh)
 Have boxes and cubes ready for those students who need more concrete practice to help them transfer
knowledge
 Differentiation – For students who complete the activitiy correctly have them write a word problem, for either area,
perimeter or volume. Exchange the problems with another student who finished correctly.
Whole Class Discussion and Connection Question Day 3: (15 min)
 Talk about discoveries and questions
 Work the Connection Questions
Math Dog Time: Can use the Quick Check 4-7, 3x2 Multiplication
o pass: independent Enrichment Envision 4-7
o not pass: small group – Practice Envision 4-7
Thursday Oct. 7 5.10 B Connect models with area, perimeter, volume, and respective formulas
5.10 C Select and use appropriate units and formulas to measure length, perim, area, & volume
5,3 B Multiplying to solve problems with whole numbers
Objective: Applying area, perimeter, and volume to mixed word problems/paper practice, each student has Area,
Perimeter, and Volume word problem written on index card (response cards) Assessment
Materials: AT least 10 mixed Word Problems with volume, area, and perimeter, (5 for group practice and 5 for
independent practice)
Sentence Stems:
I will use the formula for _____________ because it is asking for ___________________________. (around, inside a flat)
I will use the formula for _____________ because I see a __________________________. (a garden, a cube)
Model which formula to use: (10 min)
 Choose a word problem and determine which formula you would need
o Show your thinking
o Maybe make a sketch
o Hold up which card you think it is
 Choose another word problem and determine which formula you would need
o Show your thinking
o Maybe make a sketch
o Hold up which card you think it is
Pair Practice: (15 min)
 Put students into groups of three, leveled
 Give students five different mixed problems
 Give students several different mixed word problems for area, perimeter, and volume
o One student will read the problem
o The other students will secretly find their response card
o The student who read will count to three and everyone will flip their card at once
o Students can discuss from that point
o Students will decide as a group and record in their journals
Individual Pratice: (20 min)
 Let students work at least five of mixed problems on their own
 They will need to explain why they chose each formula
 Differentiation –
o Building skills - Have boxes and cubes ready for those students who need more concrete practice to help
them transfer knowledge
o Challenge - Give students missing sides worksheet
Whole Class Discussion and Connection Question Day 4: (15 min)
 Talk about discoveries and questions
 Work the Connection Questions
Math Dog Time: Assessment