Volume of Rectangular Prisms with Fractional Sides
Overview
Students will be able to determine the number of fractional cubes they would need to find the volume of a rectangular prisms. The activity has students discover the relationship by using block cubes to build a unit cube.
Lesson Plan Title: Volume of Rectangular Prisms with Fractional Side Lengths
Teacher’s Name: Alexandra Clagett
Unit: Subject: Math Grade: 6
Lesson Objective(s): SWBAT
| Assessments:Formative:
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ELL/SPED & Brain-Based Strategies:
| Technology Tools:-internet -Youtube link for a video of volume. Volume with Fractional Sides Video-Volume Powerpoint | |||
Materials:
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| State Standards: CCSS.MATH.CONTENT.6.G.A.2Find 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 = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. | ||||
| ISTE Student Standard: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | ||||
| Time | Materials | Strategy | Lesson Directions | |
| 13 minutes | -rectangular prism blocks- random rectangular prism items (ex. tissue boxes)- Dry erase board and markers- youtube video (internet access) | -Think-pair- share-Visual learning-Making -connections to prior knowledge-Connecting to real world | Introduction: Make connections to grade 5
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| 20 minutes | -Connecting cubes-Notes chart- Youtube video (finishing from the introduction) | -Manipulatives-Chunking information-Charts to organize information- think-pair share | Lesson:
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| 8 minutes | Dry erase boards and markers. | Instant feedback | Practice:Have students complete slide 7, 8, and 9 on the dry erase board. While students are completing, the teacher should walk around and correct any misconceptions and help struggling students. For those students who finish quickly, have them teach struggling students as well. | |
| Check for Understanding:As students are completing practice problems on the dry erase board, circle around to make observations about the level of understanding. For those who are struggling, pull them to the side and give them more practice problems and allow them to use the cubes. Then students will complete an exit ticket. | ||||
| 2 minutes | Conclusion:Pull all students together and go over the success criteria. Ask each student to turn to their partner and share one thing that they learned today. Then have them share out as a class. Go over again by asking, “How can I determine the number of cubes needed with ½ in cubes?” Allow students to share the two strategies. Then have students show you their level of understanding with a rating of 1-4. | |||
| Assessment Goal:Students will complete the assignment with __ % accuracy. | Assessment:For this lesson the assessment will be a quick 1 questions exit ticket where students have to find the volume of a figure and determine how many ½ in cubes would be needed.Exit Ticket |
| Resources: |
| Bulloch, K. (2019, September 27). How to Adapt Your Teaching Strategies to Student Needs. Retrieved from https://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs Lynch, M. (2019, May 29). Brain-Based Strategies for Your Classroom. Retrieved March 8, 2020, from https://www.thetechedvocate.org/brain-based-strategies-for-your-classroom/ Ramakrishnan, J. (n.d.). Brain Based Learning Strategies. International Journal of Innovative Research & Studies, 2(5), 236–241.(n.d.). Retrieved March 8, 2020, from https://www.matchfishtank.org/curriculum/mathematics/6th-grade-math/geometry/lesson-10/ |
Instructor Notes: