Students will extend their knowledge of volume to find the volume of right prisms, seeing that the volume is the area of the base multiplied by the height.Key ConceptsVolume is measured in cubic units. The area of the base of a prism indicates how many cubic units are in the first unit “layer” of the prism. Multiplying by height gives the number of layers, and therefore the volume.GoalsFind the volume of right prisms.SWD: Some students with disabilities may have difficulty connecting newly introduced information with previously learned concepts. Consider ways to help students with disabilities to make connections between what they have learned in previous lessons about volume and right prisms and finding the volume of right prisms.Consider the prerequisite skills for this lesson. Students with disabilities may need direct instruction and guided practice with the skills, measurement, and concepts needed for this lesson.Students should understand these domain-specific terms:volumeright (domain-specific)prismcubicIt may be helpful to preteach these terms to students with disabilities.ELL: As new vocabulary is introduced, be sure to repeat it several times and allow students to repeat after you as needed. Write the new words as they are introduced, and allow enough time for ELLs to check their dictionaries or briefly consult with another student who shares the same primary language if they wish.

Students are introduced to real-world applications of geometry and measurement by looking at architectural plans. Students also begin to get familiar with reading architectural plans and thinking about scale.Key ConceptsSince this lesson is exploratory, all of the mathematics discussed will be informal. However, most of the mathematics that students will see in the unit is introduced in this lesson. Students look at length, area, surface area, and volume and examine how these measurements pertain to architectural plans and determining building costs. Students will also consider scale and how scale is used in architectural plans and math drawings.GoalsThink about what measurements are needed to build a building.Think about what measurements determine the cost of a building.Think about how scale is used in math drawings.SWD: Check in to ensure that students understand the meaning of domain-specific vocabulary terms such as dimensions, scale, and area. You may also need to clarify the meaning of the word contract for some students.ELL: Consider having students compile a list or resource with key vocabulary terms for this unit.

Lesson OverviewStudents will work on the final portion of their project which includes creating the nets for the sides, making a slice in one of their buildings, and putting their buildings together. Once their two model buildings are complete, they will find the surface area and volume for their models and the full-size buildings their models represent.Key ConceptsThe second part of the project is essentially a review of the second half of the unit, while still using scale drawings. Students will find the surface area of a prism as well as the surface area of a truncated prism. The second prism will require estimating and problem solving to figure out the net and find the surface area. Students will also be drawing the figure using scale to find actual surface area.GoalsRedraw a scale drawing at a different scale.Find measurements using a scale drawing.Find the surface area of a prism.SWD: Students with disabilities may have a more challenging time identifying areas of improvement to target in their projects. It may be helpful to model explicitly for students (using an example project or student sample) how to review a project using the rubric to assess and plan for revisions based on that assessment.Students with fine motor difficulties may require grid paper with a larger scale. Whenever motor tasks are required, consider adaptive tools or supplementary materials that may benefit students with disabilities.Students with disabilities may struggle to recall prerequisite skills as they move through the project. It may be necessary to check in with students to review and reinforce estimation skills.

Through this lesson, students will be able to identify and describe what matter is and how it can be classified. They will also investigate different types of matter and their unique physical properties, specifically density.

Students learn the metric units engineers use to measure mass, distance (or length) and volume. They make estimations using these units and compare their guesses with actual values. To introduce the concepts, the teacher needs access to a meter stick, a one-liter bottle, a glass container that measures milliliters and a gram scale.

This short video and interactive assessment activity is designed to teach fifth graders about single object length ii (english units).

This short video and interactive assessment activity is designed to teach fifth graders about converting meters to centimeters.

This short video and interactive assessment activity is designed to teach fifth graders about converting kilometers to meters.

This short video and interactive assessment activity is designed to teach fifth graders about converting meters to millimeters.

This short video and interactive assessment activity is designed to give fifth graders an overview of conversion of capacity units (metric units).

This short video and interactive assessment activity is designed to teach fifth graders about comparing meters, centimeters, and millimeters.

This short video and interactive assessment activity is designed to teach fifth graders about mixed adding and subtracting of capacities (english units).

This short video and interactive assessment activity is designed to give fifth graders an overview of metric capacity operations.

This short video and interactive assessment activity is designed to teach fifth graders about different unit length comparisons.

This short video and interactive assessment activity is designed to teach fifth graders about multi-step compound unit subtraction - word problems.

This short video and interactive assessment activity is designed to teach third graders about multi-step metric capacity - word problems.

This short video and interactive assessment activity is designed to teach fifth graders about multi-directional conversions.

This short video and interactive assessment activity is designed to teach third graders about multiplication and division - word problems.

Given an assortment of unknown metals to identify, student pairs consider what unique intrinsic (aka intensive) metal properties (such as density, viscosity, boiling or melting point) could be tested. For the provided activity materials (copper, aluminum, zinc, iron or brass), density is the only property that can be measured so groups experimentally determine the density of the "mystery" metal objects. They devise an experimental procedure to measure mass and volume in order to calculate density. They calculate average density of all the pieces (also via the graphing method if computer tools area available). Then students analyze their own data compared to class data and perform error analysis. Through this inquiry-based activity, students design their own experiments, thus experiencing scientific investigation and experimentation first hand. A provided PowerPoint(TM) file and information sheet helps to introduce the five metals, including information on their history, properties and uses.

Students find the volume and surface area of a rectangular box (e.g., a cereal box), and then figure out how to convert that box into a new, cubical box having the same volume as the original. As they construct the new, cube-shaped box from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package things.