A 5th-grade Task aligned to NC.5.MD.5 - Understand concepts of volume. Level …

A 5th-grade Task aligned to NC.5.MD.5 - Understand concepts of volume. Level #1 • Find the volume of a rectangular prism with whole-number 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. Level #2 • Build an understanding of the volume formula for rectangular prisms with whole-number edge lengths in the context of solving problems. Level #3 • Find the volume of solid figures with one-digit dimensions composed of two non-overlapping rectangular prisms.

A 5th-grade Task aligned to NC.5.MD.5 - Understand concepts of volume. Level …

A 5th-grade Task aligned to NC.5.MD.5 - Understand concepts of volume. Level #1 • Find the volume of a rectangular prism with whole-number 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. Level #2 • Build an understanding of the volume formula for rectangular prisms with whole-number edge lengths in the context of solving problems. Level #3 • Find the volume of solid figures with one-digit dimensions composed of two non-overlapping rectangular prisms.

This brief video describes the laws that govern gas properties (Boyle's Law, …

This brief video describes the laws that govern gas properties (Boyle's Law, Charles' Law, and Avogadro's Law). Assessments for the student to complete after viewing the video and suggested supplemental resources are also included.

This short video and interactive assessment activity is designed to give fifth …

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

This resource is a lesson plan in which a balloon covered flask …

This resource is a lesson plan in which a balloon covered flask with water is heated. Changes are recorded. There will be changes in the states of matter and a volume change while the total mass stays the same.

The purpose of this task is to provide students with a multi-step …

The purpose of this task is to provide students with a multi-step problem involving volume and to give them a chance to discuss the difference between exact calculations and their meaning in a context.

Students must design a cylindrical drink can that uses the least aluminum …

Students must design a cylindrical drink can that uses the least aluminum for a given volume of drink. (This task is very similar to Funsize Cans, but with less step-by-step guidance.)

Students find the volume and surface area of a rectangular box (e.g., …

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. Students then consider why consumer goods generally aren't packaged in cube-shaped boxes, even though they would require less material to produce and ultimately, less waste to discard. To display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. The activities involved provide valuable experience in problem solving with spatial-visual relationships.

To display the results from the previous activity, each student designs and …

To display the results from the previous activity, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved. They problem solve and apply their understanding of see-saws and lever systems to create balanced mobiles.

Students work in small groups to build one 1m by 1m squares …

Students work in small groups to build one 1m by 1m squares using newspaper. The groups combine to construct a cube. The students then fill the cubes with base 10 cubes, longs and flats.

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