CCGPS Math 6 Unit 5 – Lesson 3
Unit Outline Title: Area and Volume
Name of Lesson: Volume
Standards: Solve real-world and mathematical problems involving area, surface area,
and volume.
MCC6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it
with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the
same as would be found by multiplying the edge lengths of the prism. Apply the formulas 𝑉=𝑙𝑤ℎ
and V=Bℎ to find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
Essential Question(s):
Unit: What is the relationship among area, volume, and surface area?
Lesson:
 How can you model finding volume of rectangular prisms?
 How can I use formulas to determine the volumes of fundamental solid figures?
 How can I determine the appropriate units of measure that should be used when computing the
volumes of a right rectangular prism?
 What kinds of problems can be solved using volumes of fundamental solid figures?
 How does the fractional edge length affect the volume of a prism?
 How does the volume of a prism change when using different sized cubes to measure space?
Assessment Description/Performance Task:
Constructed response:
 Koosh Ball Volume Game
 Volume Frayer
 Trouble with Tribbles
 Pick a Ride
 Banana Bread
 Computing Volume Progression 1, 2, 3, 4
Informal assessment:
Performance Tasks:
 How Many Ways
 Packaging Our Goods
 ABC Toy Company
 Volume and Cubes
Selected response:
Instructional Methods
 Students have learned how to find the volume of rectangular prisms only in elementary
school. The following formulas for volume will be explored:
Volume Rectangular Prism: V=lwh and V=Bh
Students will need to learn that B represents the area of the base. They will be given areas
of a rectangle, circle and triangle on the formula sheet.
 NEW: For the 2012-2013 school year, students will be expected to compute volume using
fractional edge lengths.
Example:
CCSD Version Date: 4/10/2020
2 in
1½ in
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1 in
The Conceptual Framework may be used to build teacher understanding of computing
volume in real-world situations.
By the conclusion of this lesson, students should be able to demonstrate the following
competencies:
 Measure and compute volume with fractional edge length using cubic units of measure
 Find the volumes of right rectangular prisms by substituting given values for their
dimensions into the correct formulas
 Make the connection that finding the volume given the length (l) x width (w) is the same as
the base (B)
 Solve real-world problems that require determining the volume of right rectangular prism
Understand
 Formulas may be used to compute volumes of right rectangular prisms.
 Appropriate units of measure should be used when computing the volume of prisms (cubic
units).
 Fractional edge lengths are equivalent to the dimensions of solid figures
 The volume of a solid figure is the number of same sized cubes filling the space so that
there are no gaps and overlaps.
Opening
 Use Hands On Standards Grades 5-6 Measurement Lessons 6-7: (Geometry Section)
Solid Figures, Prisms, Pyramids, and Cylinders (EXCLUDING cylinders and pyramids); Prims
and Pyramids: Volume
 Use snap cubes, Cuisenaire rods, and centimeter cubes to demonstrate finding volume of a
rectangular prism. This can be used as well to reinforce the difference between volume
(“fillage”) and surface area (coverage). To satisfy the requirements of the standards, label
the edge lengths in units of ¼, ½, etc. and allow students to build models. These models
will be revisited when students practice computing volume.
 Use the Edges, Faces, & Vertices Study Jams to introduce vocabulary:
http://studyjams.scholastic.com/studyjams/jams/math/geometry/edges-faces-vertices.htm
 Use the Volume Study Jams to explore volume:
http://studyjams.scholastic.com/studyjams/jams/math/measurement/volume.htm
Work Session

The Trouble with Tribbles is an activity to practice the volume of rectangular prisms, but
could be adapted to cylinders as well. Student could create “tribbles” by using thick yarn
and looping like a figure eight-tie a not in the middle of the 8, then cut the looped ends and
fray out. Students should then be able to transfer this skill of computing volume using
whole number edge lengths to fractional edge lengths.
 Use of TI83’s: Graphing Calculator Strategies Middle Grades Math, Lesson 15Calculating Volume
 Math in Context: Reallotment: Geometry and Measurement: Section E-Surface Area and
Volume
 The following Learning Tasks may be used to explore computing volume of rectangular
prisms: How Many Ways; Packaging Our Goods; ABC Toy Company (do not complete
Surface Area until further in the unit)
 Smartboard Lesson on Volume
 Assign students to work in groups of 3-5 to prepare a response to the Open-Ended activity:
Package Design
 Allow students to work in pairs or groups to play the Volume Koosh Ball SmartBoard
game. Students should throw the koosh ball at the smartboard to select a question.
CCSD Version Date: 4/10/2020
Closing
 Whiteboard Check using “Pick a Ride” PowerPoint
 Allow students 5-7 minutes to summarize their learning using the Volume Frayer diagram
 3-2-1: On a post-it note students will list…”three things I understand; 2 things I still have
questions about and 1 thing that still confuses me.”
 Enter student names or desk numbers into one of the “Fun Teaching Tools” on the
www.BarryFunEnglish.com website. Use the random selection tool to pick 3-5 students
to give 1 thumbs up and 1 question about the days’ lesson. If a question appears more than
once, assign a class scribe to write the question and add it to the class parking lot.
Resources
Arizona Department of Education
Granite School District, Salt Lake City, Utah
Georgia Department of Education
Differentiation: (to be created)
Tiered Assignments
 Differentiation Strategies for Mathematics: Tiered Assignments Grades 6-8, Rectangular
Prims, Cylinders, and Cones (modify to exclude cylinders and cones)
Leveled Questions
Multiple Intelligences
Using Realia/CRA
Choices Board
Open-Ended Tasks
Problem-Based Learning
Learning Contracts
Tiered Graphic Organizers
Textbook/Online Resources:
 McGraw-Hill Georgia Math Grade 6: Chapter 9, Lesson 1
 Mathematics Course 1 Textbook Connection: Chapter 10, Lessons 6-7
 Graphing Calculator Strategies-Middle School Math Lesson 15 (Calculating
Volume)
 Hands-on Standards Grades 5-6, (Geometry Section)Solid Figures, Prisms, Pyramids, and
Cylinders (EXCLUDING cylinders and pyramids); Prims and Pyramids: Volume
 Hands-on Standards Grades 7-8, (Measurement section) Volume of a Rectangular Solid;
Volumes of Prisms and Pyramids
 Math in Context: Reallotment: Geometry and Measurement: Section E-Surface Area and
Volume
 http://www.ixl.com/math/grade-6/volume-and-surface-area
 http://www.aaamath.com/B/geo.htm#topic25
 Kay Toliver Video: “Volume” –check out from C & I
 Connected Math (Grade 7): Filling and Wrapping: Three-Dimensional Measurement
Vocabulary:
 3-Dimensional
 bases of a prism
 cubic units
 edge
 face
 fractional edge length
 lateral faces
 polyhedron
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prism
rectangular prism
right rectangular prism
triangular prism
volume
volume of a prism
three-dimensional
unit cube