rade Five Chapter 11 - eometry and Volume Overview & Support Standards: Classify two-dimensional figures into categories based on their properties. 5..3 Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5..4 Classify two-dimensional figures in a hierarchy based on properties. eometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Suggested Routines: Number Talks problem of the day Fluency/Vocab Builder Math on the Spot Talk Moves Manipulatives/Materials: mathboard centimeter ruler protractor 2 different sized boxes quadrilaterals (see eteacher Resources) rectangular prism net A and B (see eteacher Resources) scissors centimeter cubes Vocabulary: congruent heptagon nonagon polygon regular polygon equilateral triangle isosceles triangle scalene triangle base decagonal prism hexagonal prism lateral face octagonal prism pentagonal prism pentagonal pyramid polyhedron prism pyramid unit cube cubic unit volume Strategies for Chapter: grade-five chapter of the Mathematics Framework: http://www.cde.ca.gov/ci/ma/cf/documents/grade5mathfw.pdf Color Coding: reen () The lesson accurately reflects the Framework standard(s). Yellow (Y) - This lesson includes notes to refer to while planning the lesson. Red (R) - This lesson does not accurately reflect the Framework standard(s). Skip the lesson. Essential Question: How do unit cubes help you build solid figures and understand the volume of a rectangular prism?
Lesson-by-Lesson Overview: Lesson #, Standard Show What You Know 11.1 5..3 5..4 Title Materials Vocab Notes Polygons congruent, heptagon, nonagon, polygon, regular polygon Math TE pg. 467 pg. 33 11.2 5..3 5..4 Triangles centimeter ruler, protractor Equilateral triangle, isosceles triangle, scalene triangle Have students classify polygons through similarities and differences using a Venn Diagram. Math TE pg. 470 Students use drawings to demonstrate their ability to correctly identify a triangle based on its properties. 11.3 Y 5..3 5..4 Quadrilaterals Quadrilaterals (see eteacher Resources) Scissors pg. 33 Read Elaborate o Math TE pg. 476 Look at Think Smarter o Math TE pg. 476 Math TE pg. 474 Note About the Math o Math TE pg. 473A pg. 33
11.4 R 5.MD.3 Three- Dimensional Figures This lesson does not align to standard 5.MD.3 which refers to volume of only rectangular prisms and cubes (see page 29 of rade-five Chapter of ) Vocabulary that relates to rectangular prisms and cubes in 11.4 will be taught in 11.5 (prism,base, lateral face). Mid-Chapter Checkpoint Option 1: ive this assessment AFTER teaching 11.5 Option 2: ive this assessment after 11.3 but OMIT number 14 as it won t be taught until 11.5. 11.5 Y 5.MD.3a Unit Cubes and Solid Figures base-ten blocks Unit cube, (prism, base, lateral face - 11.4) Refer to lesson 11.4 and focus on the vocabulary (pg. 477) as it relates to rectangular prisms and cubes ONLY (prism, base, lateral face). Note About the Math o Math TE pg. 483A Note Explore o Math TE pg. 483 11.6 5.MD.3b 5.MD.4 Understand Volume Rectangular Prism Net A, base-ten cubes Cubic unit, volume pg. 29 Note About the Math o Math TE pg. 487A Math TE pg. 488 11.7 5.MD.4 Estimate Volume Rectangular Prism Net B, 2 differentsized boxes pg. 29 Note About the Math o Math TE pg. 491A pg. 29
11.8 5.MD.5a, 5.MD.5b Volume of Rectangular Prisms Note About the Math o Math TE pg. 495A Math TE pg. 496 11.9 5.MD.5a, 5.MD.5b Apply Volume Formulas pg. 29-30 Note About the Math o Math TE pg. 499A *** V= B x h AND V = l x w x h*** Math TE pg. 500 pg. 29-30 11.10 R 5.MD.5b Compare Volumes To extend 11.9 you can use: Enrich page from 11.10 Problems 4-7 o Math SE pg. 506 The strategies this lesson teaches do not align to standard 5.MD.5b which asks that students apply the formula for volume with rectangular prisms in realworld and mathematical problems (see rade-five Chapter of the Mathematics Framework pg. 29) To extend 11.9 you can use: Enrich page from 11.10 Problems 4-7 o Math SE pg. 506
11.11 Y 5.MD.5c Find Volume of Composed Figures Math TE pg. 508 (Students might use the same section of the composed figure twice. Students can draw lines to separate the two pieces and then label measurements of each new pieces before calculating volume) pg. 29-30 Ch. 11 Test Pgs. 511-516 Omit problems 6 and 12 since these lessons did not address 5th grade standards and were skipped. Reteach Options Look over your Chapter Assessment to determine standards/areas of need. Reteach standards from this unit to help meet students need. Some ideas for reteach activities are listed below: P164A can be used for Error Analysis for reteach for student interventions (Personal Math Trainer - can be used by students digitally) Reteach Blackline Masters for this chapter. Math centers or math games focused on unit standards Small group instruction focused on a single standard using the Intensive Intervention materials Whole group instruction focused on a single standard My Favorite No (Teaching Channelhttps://www.teachingchannel.org/videos/class-warm-up-routine ) Rewrite student work with an error and work as a class to identify positives in the work and areas that need to be revised Select 1 3 problems to resolve in their groups and discuss whole class. We want new learning to occur on this day that helps students over misconceptions. Complete the Performance Task from o Math! In the Assessment Book in small groups. Share strategies and discuss whole class. Use the Reteach activities based on standards that need intervention.