ITE 325 Lesson Plan Format

Name: Markiesha Gervacio Title: Volume

Grade Level and Setting: 5
th
grade, Iliahi Elementary
Date Taught: March 6-7, 20! Duration: "0 minutes, 2 days Number o Students: 2!
!verar"hing #athemati"al Goal$s%:
#tudents $ill gain a conce%tual understanding o& $hat volume is'
#tudents $ill %redict the order o& (o)es (y volume &rom least to greatest'
#tudents $ill determine actual volume o& (o)es using centimeter cu(es'
Introduce the &ormula &or volume to students'
&onsider 'our Students Needs:
Considering All Students:
#tudents have $orked $ith centimeter cu(es in the %ast'
#tudents have come e)%erience $ith volume'
#tudents have some e)%eriences $orking $ith mani%ulatives'
#tudents have done %ro(lems that dealt $ith multi%lication *volume &ormula+'
#tudents might have a hard time assem(ling %a%er (o)es %recisely enough so that the
centimeter cu(es $ill &it in them' ,o address this, I $ill direct model ho$ to assem(le a
%a%er (o)'
For English Language Learners: I $ill %rovide %ictures and diagrams o& ho$ the (o)es are
su%%osed to look $hen %ut together' -ictures $ill (e dis%layed to sho$ $hat it means to order
o(.ects according to ho$ much /stu&&0 is in each (o)'
For Students with Special Needs: 1ssist students $ith s%ecial needs as they assem(le their (o)es,
i& they need hel%' I& they are having di&&iculties ordering the (o)es &rom least volume to greatest,
I $ill have then only $ork $ith three (o)es instead o& all o& the given (o)es'
#aterials Needed:
Each student will need:
2o) tem%lates letters 1-3' 4ne set to each grou%'
#cissors'
,a%e'
Each %air needs one %late'
Each student $ill need a volume investigation %rediction sheet and a volume data log'
#ugar, (eans, rice to hel% make %redictions'
5entimeter cu(es'
Teacher will need:
Gervacio-
#am%le o& (o) tem%lates not com%lete and ones that are com%lete'
6ata log to sho$ ho$ to record'
2ig sheet o& %a%er and markers'
Sour"es:
5hallenger 5enter Investigation 7 and 72, Volume'
Standard()en"hmar*
+&PSIII(&ommon &ore &ontent Standards:
55##'Math'5ontent'5'M6'5'89 :ecogni;e volume as an attri(ute o& solid &igures and
understand conce%ts o& volume measurement' *I can use materials to hel% me understand
that solid &igures have volume and order o(.ects &rom least to greatest volume+
55##'Math'5ontent'5'M6'5'8a9 1 cu(e $ith side length unit, called a /unit cu(e,0 is
said to have /one cu(ic unit0 o& volume, and can (e used to measure volume' *I can
e)%lain that a centimeter cu(e i& e<ual to one cu(ic unit o& volume in a rectangle+
55##'Math'5ontent'5'M6'5'8(9 1 solid &igure $hich can (e %acked $ithout ga%s or
overla%s using n unit cu(es is said to have a volume o& n cu(ic units' *I can say that the
volume o& a rectangle has n cu(ic units in the right conte)t+
55##'Math'5ontent'5'M6'5'59 :elate volume to the o%erations o& multi%lication and
addition and solve real $orld and mathematical %ro(lems involving volume' *I can
e)%lain the relationshi% o& volume to multi%lication+
N&T# Pro"ess Standards(&ommon &ore Standards or #athemati"al Pra"ti"e:
55##'Math'-ractice'M-!9 Model $ith mathematics'
55##'Math'-ractice'M-5 =se a%%ro%riate tools strategically
55##'Math'-ractice'M-69 1ttend to %recision'
2
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,ssessment
!bserve: $&an Students-%
-Estimate the order o& (o)es &rom least to greatest'
-=tili;e centimeter cu(es to determine the volume o& any given rectangle'
-:ecord a%%ro%riate measurements &or each (o) *using centimeter cu(es+ in their data ta(le'
-E)%lain the relationshi% (et$een the length, $idth, and height to the volume o& each (o)'
,s*:
.>o$ did you determine the order o& your (o)es &rom least to greatest?
-@hat $as your strategy &or ordering your (o)es?
-6o you see any relationshi% (et$een the num(ers in the height, length, $idth and volume
columns in your data log sheet?
-Is this true $ith any rectangle? >o$ do you kno$?
->o$ do you &ind the volume o& any given rectangle?
,ssessment /e"ording Sheets and(or /ubri"s:
:u(ric9
5 8
55##'Math'5ontent'5'M6'5'89
:ecogni;e volume as an
attri(ute o& solid &igures and
understand conce%ts o& volume
measurement' *I can use
materials to hel% me understand
that solid &igures have volume
and order o(.ects &rom least to
greatest volume+
#tudent is a(le to
arrange in order
rectangles &rom
least to greatest
volume using
reasoning'
#tudent is a(le to
arrange in order
rectangles &rom
least to greatest
volume $ith
some reasoning'
#tudent is nota(le
to arrange in order
rectangles &rom
east to greatest
volume $ithout
consistent hel%
&rom teacher'
55##'Math'5ontent'5'M6'5'59
:elate volume to the o%erations
o& multi%lication and addition
and solve real $orld and
mathematical %ro(lems
involving volume' *I can e)%lain
the relationshi% o& volume to
multi%lication and use &ormula
correctly+
#tudent is a(le to
e)%lain the
relationshi% o&
volume and
multi%lication in
$riting'
#tudent can use
the volume
&ormula correctly'
#tudent is a(le to
e)%lain the
relationshi% o&
volume and
multi%lication in
$riting $ith some
hel%'
#tudent can use
the volume
&ormula correctly
some or most o&
the time'
#tudent is not a(le
to e)%lain the
relationshi% o&
volume and
multi%lication in
$riting $ith
consistent hel%'
#tudent is not a(le
to use the volume
&ormula correctly
$ithout consistent
hel%'
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55##'Math'5ontent'5'M6'5'8a9
1 cu(e $ith side length unit,
called a /unit cu(e,0 is said to
have /one cu(ic unit0 o&
volume, and can (e used to
measure volume' *I can e)%lain
that a centimeter cu(e i& e<ual to
one cu(ic unit o& volume in a
rectangle+
#tudent is a(le to
e)%lain that a
centimeter cu(e is
e<ual to one cu(ic
unit'
#tudent e)%lains
that a rectangle
has n cu(ic units
o& volume'
#tudent is a(le to
e)%lain that a
centimeter cu(e is
e<ual to one cu(ic
unit $ith some
hel%'
#tudent is a(le to
e)%lain that a
rectangle has n
cu(ic units o&
volume $ith
some hel%'
#tudent is not a(le
to e)%lain that a
centimeter cu(e is
e<ual to one cu(ic
unit $ithout
consistent hel%'
#tudent is not a(le
to e)%lain that a
rectangle had n
cu(ic units o&
volume $ithout
consistent hel%'
#tudentAs
name
55##'Math'5ontent'5'M6'
5'89
Estimates order o& (o)es
&rom least to greatest $ith
reasoning
55##'Math'5ontent'5'M6'
5'59
E)%lains relationshi% o&
volume to multi%lication'
=ses volume &ormula
correctly
55##'Math'5ontent'
5'M6'5'8a9
=ses /n cu(ic units0
in the correct conte)t
Balei 8'5 *%redicted (y $eight+ 2 *C D @+ !
Eavier ,)SENT
Ficholas ! *counted (eans+ 8 *no e)%lanation+
1shleigh ,)SENT
Gaime 8'5 *%redicted (y $eight+ ! 8 *hel% &rom grou%+
Bristan 5 *measured contents in
cu%+
!
:oselin ! 2'5 */the term is C ) @ ) >
H V+
5hase ,)SENT
1m(er ! *dum%ed in D
over&lo$ed+
!
Maile ,)SENT
5heydon ! *%oured contents in 1 into
em%ty (o) 2+
! 5 *no hesitation+
1iden 2 *&ollo$ed %artnersA ideas+ !
Ceilani 8'5 *%redicted (y $eight+ !
Malachi 5 measured contents in cu% FI1
2rienne 5 measured contents in cu% FI1
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#hayne 8'5 *$ider $idthHmore
volume+
!
Enoch *could not e)%lain+ !
1viel 5 *dum%ed in D
over&lo$ed+
2 */you times to get
volume0+
5 *no hesitation+
Gaco( 2 *little reasoning+ ! 5 *no hesitation+
>unter 8'5 *$ider $idthHmore
volume+
8 *no e)%lanation+
:yden Not 0resent at the time 2 *> ) @+
Goshua 2 *&ollo$ed %artnersA ideas+ ! *count all D C ) @ ) >+ 8 *hel% &orm %artner+
Ceihulu *could not e)%lain+ 8 *no e)%lanation+
,y ! *counted (eans+ 8 */mela0?+ 5 *right a$ay+
,"tivities(Instru"tional Strategies
)EF!/E: $Da1 2% $33 mins4%
24 1ssign students %artners and share, /Jou $ill (e $orking in %airs &or this activity0'
24 -ass out (o) tem%lates o& letters 1-3, on set to each grou% or %air'
34 Instruct students to cut out each (o) and to &old on the dotted lines'
54 #hare, /Make sure $hen you &old your (o)es that the letters are on the outside' ,his $ill
make it easier &or you to kee% track o& each (o)'0
54 Model ho$ to assem(le the (o)es and stress the im%ortance o& &olding on the dotted line'
Model that students should ta%e the sides together to &orm a (o)'
64 Model that students should cut on the solid line'
74 Instruct students to $rite their initials on each o& their (o)es *1-3+ and to %lace their
&inished (o)es into a shoe(o)'
84 #hare, /,omorro$ $e $ill (e using these (o)es to hel% us $ith our math activity'0
)EF!/E: $Da1 2% $23.25 mins%
94 Instruct students to %air u% $ith their side %artner' Move students i& necessary' I& there is
an odd num(er, have one grou% o& three students'
234 Instruct students to (rainstorm $hat they think volume is' Instruct students to s%eak to a
%artner and e)%lain their thinking'
224 Gather class (ack together and e)%lain the de&inition o& volume' Got do$n some ideas and
have students e)%lain their reasoning' E)%lain that volume is the amount o& s%ace that
certain /stu&&0 takes u%' #tudents have some %rior kno$ledge o& mass' #o, e)%lain that
mass is measured $ith a scale and that volume is measured $ith centimeter cu(es'
Em%hasi;e that mass is ho$ much something $eighs and volume is ho$ much s%ace is
taken u% $ithin an o(.ect'
224 Instruct students to turn to their %artner and share $hat the di&&erence o& mass and volume
is'
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D:/ING: $53.53 mins%
234 #hare, /Jou $ill (e using a lot o& hands on materials &or this activity' #o, make sure to
kee% all o& your sugar, rice or (eans on your %late $hen you are %ouring your materials
into your rectangles' I& I &ind any materials on the ground, I $ill have to &ine you and
your %artner K5'0
254 E)%lain that $e are no$ going to %redict the volume o& each o& your (o)es once students
have assem(led all (o)es' Cet students choose the materials *sugar, rice, or (eans+ that
they $ant to $ork $ith order to estimate volume'
1sk, /I& you $ant to use (eans as you mani%ulatives, raise your hand'0 Instruct one
student &rom each grou% that $ants (eans to come u% and get the materials'
1sk, /I& you $ant to use rice as you mani%ulatives, raise your hand'0 Instruct one
student &rom each grou% that $ants rice to come u% and get the materials'
1sk, /I& you $ant to use sugar as you mani%ulatives, raise your hand'0 Instruct one
student &rom each grou% that $ants sugar to come u% and get the materials'
254 #hare, /Jou are to &ill your (o)es $ith the material you have chosen' ,alk youAre your
%artner to determine ho$ you $ill &ind out $hich (o) has the most materials in it'0
264 Instruct students to estimate the order o& their (o)es &rom least volume to greatest volume
and record their estimates on their Investigation 7 sheet'
274 @alk around to each grou% and assess $hether students are estimating the order o& their
(o)es &rom least to greatest volume'
284 2ring class (ack together $hen all students have &inished their estimations' :ecord each
grou%As estimation on large %oster %a%er'
294 5all on each %air to e)%lain $hat materials they used in order to get their estimates' >ave
each %air e)%lain $hy they chose the order o& (o)es that they did' 1sk, /6o you think
there is a more e&&ective $ay to measure the volumes o& these (o)es?0
234 Instruct students to (rainstorm di&&erent $ays' I& students do not suggest centimeter
cu(es, take the mani%ulatives out and ask, /6o you think these $ould (e use&ul? @hy or
$hy not?0
224 Model ho$ to use the centimeter cu(es in order to measure volume' 5u(es should sna%
together in order &or students to accurately see the height, $idth, and length o& each (o)'
E)%lain that there should (e no le&t over s%ace in the (o)es $hile using the centimeter
cu(es to measure volume'
224 6is%lay data log on (oard' Go through each column o& the data log $ith the students9
/In the &irst column, you $rite do$n the letter o& the (o) you are measuring'0
;In the height column, you count ho$ many cu(es high the (o) is'0
;In the length column, you count ho$ many cu(es is on one side o& the (o)'0
;In the $idth column, you count ho$ many cu(es are on the side that is touching the
length %art that you .ust measured'0
Model each ste% $ith a rectangle that is already made $ith unit cu(es on Elmo'0
234 Instruct students to record the height, length, and $idth o& each (o) in their data log &or
each (o)' E)%lain that in order &or them to &ill out the /volume0 column in their data log,
they have to kno$ the total amount o& cu(es each (o) can hold' Instruct them to count all
6
Gervacio-
o& the cu(es to &ind out the volume o& a (o) >ave them record &or each (o) 1-3'
254 @alk around to each grou% and %ose <uestions9
/I& one cu(e is called one unit cu(e' >o$ $ould I say there are n cu(es in this (o), n
meaning any num(er o& cu(es? /
I& I .ust say there are n cu(es, ho$ (ig is each cu(e?0
1ssess $hether students use n cu(ic units in the correct conte)t'0
254 1sk, /6o you see any relationshi%s (et$een each column o& your data log? *>eight,
$idth, length, and volume+0
264 Instruct students to $rite do$n their o$n e)%lanation o& ho$ height, $idth, length and
volume are related' :emind students to $rite in their o$n $ords so that they can
understand it'
,FTE/: $33 mins%
274 Instruct students to share in their ta(le grou%s $hat materials $ere easier to use to
measure volume? @alk around classroom and listen to studentsA conversations'
284 1sk students, /@as it easier to use the rice, (eans and sugar to &ind the volume? >o$ did
your %rediction o& the order o& (o)es com%are $hen you used the centimeter cu(es
instead?0
294 6is%lay %ractice <uestion on (oard and have students try to &igure out the volume &or
given rectangle'
-ractice Luestion9 /I have a cereal (o) that has a $idth o& 8 M in', a height o& 8 in'
and a length o& N in' @hat is the volume o& this cereal (o)?0
334 1sk, /6oes this &ormula $ork &or all sha%es?0 >ave students (rainstorm in %airs and
conduct class discussion'
324 :ecord studentsA ideas and dis%lay them on Elmo'
324 -ass out Volume 8-5 &or home$ork' I& there is enough time, let students start home$ork
&or the remainder o& the lesson' *#ee /other resources0 (elo$ &or home$ork+
7
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,n1 other resour"es needed $<or*sheets= data tables= et"%:
8
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Gervacio- 10
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!ther ,ssessment Notes $other things students said and did%:
#ome students stated, /,he sugar $as easier (ecause itAs small and &ills all the little
s%aces in the (o)es'0
Most students stated, /I should have chose the (eans (ecause it $as easier to count'0
@hen I asked students, $hat is volume? #ome gave me the volume &ormula' I then said,
/@>1, is volume?0 Fo one kne$ the ans$er'
@hen asked a %air $hy they ordered the (o)es the $ay they did, they ans$ered,
/2ecause this one is heavier than the rest'0
1nother grou% %oured (o) 1As contents into (o) 2' ,hey concluded that (o) 2 had more
volume (ecause (o) 1As contents did not &ill (o) 2 to itAs &ullest'
1ll students that chose (eans counted the contents in each (o) and ordered their
%rediction according to $hich (o) had the leastImost amount o& (eans'
#ome grou%s used a small cu% and %oured each (o)esA contents into it, one (y one, and
marked $here each (o)esA contents &illed u% to'
#tudents asked, /@hich side is the length and $hich is the $idth?0 as they used the unit
cu(es to test their %redictions'
#ome students did not understand $hat the height o& the (o) $as (ecause they $ould
hold the (o) a di&&erent $ay' @hen the height $as , one student said it $as 5 (ecause
they held it the other $ay u%'
4ne student claimed he already kne$ the volume &ormula, (ut he did not kno$ $hat the
height $as o& his (o)es'
/ele"tions $Turned in <ithin ten da1s o tea"hing= but b1 inal deadline%:
' @hat math conce%ts did you, the teacher, have to understand in order to teach this lesson $ell
*cite sources+?
4ne math conce%t that I needed to kno$ $as the de&inition o& volume' ,he de&inition that
I o(tained &rom our math te)t(ook *%g' 8"+ states that, /Volume can (e used to re&er to the
ca%acity o& a container'0 ,o make it more student &riendly language, I said that volume is the
amount o& s%ace that /stu&&0 takes u% in an o(.ect' I also had to kno$ the measuring terms
that volume is e)%ressed, $hich is cu(ic inches or cu(ic centimeters' In addition, I had to
kno$ the di&&erence (et$een length and $idth' I could not &ind any $ritten sources a(out the
di&&erence (et$een length and $idth' >o$ever, my mentor teacher in&ormed me that length
is al$ays the longer side o& a rectangular %rism' Castly, I had to understand the &ormula &or
volume, length ) $idth ) height' ,his conce%t I remem(er &rom my elementary school'
2' @hat e)%eriences did students have %rior to the lesson that should have hel%ed them (e
success&ul? @hat are some conce%ts and %rocedures they should have had some
understanding o& to (e success&ul? *cite sources+
,he students had some %rior e)%erience $orking $ith volume during a science lesson'
,hey had an idea o& ho$ to &ind volume' I kne$ this (ecause $hen I asked the students,
11
Gervacio-
/@hat is volume?0 t$o students said, /Jou times the height, length and $idth'0 >o$ever
they did not kno$ ho$ the height, length and $idth o& a rectangular %rism associated $ith
itsA volume' ,heir %rior kno$ledge o& the volume &ormula should have hel%ed them (e
success&ul in my lesson (ecause I &igured they kne$ $hat the height, length and $idth $ere
o& a rectangular %rism'
In addition, the students had some e)%erience $orking $ith the unit cu(es in %rior math
lessons' ,hey kne$ that one o& the centimeter cu(es $as called a cu(ic unit' Moreover, most
students $ere a(le to use /n cu(ic units0 in the correct conte)t $hen &inding the volume o&
their (o)es' ,his should have hel%ed them (e success&ul in my lesson (ecause they kne$
ho$ to handle the mani%ulatives and the correct measuring terms that $ere associated $ith
&inding volume' #ince the students had some %rior e)%erience $orking $ith centimeter
cu(es, they should have some e)%erience $orking $ith three-dimensional o(.ects *%g' 8"8,
cu(ic units activity+'
4n the other hand, I (elieve that the students should have kno$n $here the height, $idth
and length could have (een &ound on any rectangular %rism' #ince some o& the students had
%rior kno$ledge o& the volume &ormula, I $ould have thought that they kne$ ho$ to
measure the height o& a rectangular %rism' ,here $ere several students that I had to correct
(ecause they held their (o) the $rong $ay' I had to e)%lain that the o%ening o& the (o) $as
the to%' Bno$ing this %rior $ould have made them more success&ul in my lesson'
8' :e&lect on your assessment %lan' @ere you a(le to use it? @hy or $hy not? =se&ul data
allo$s you to monitor individual, small grou% and $hole class %rogress to$ard develo%ing
conce%tual understanding, %rocedural &luency and reasoningI%ro(lems solving skills' I& you
$ere not a(le to collect use&ul data &or at least hal& o& your children, ho$ $ould you change
your assessment %lan?
I $as a(le to use most o& my assessment %lan' ,he (enchmark that $as the easiest to
assess $as 55##'Math'5ontent'5'M6'5'89 :ecogni;e volume as an attri(ute o& solid &igures
and understand conce%ts o& volume measurement' *I can use materials to hel% me understand
that solid &igures have volume and order o(.ects &rom least to greatest volume+' It $as easy
(ecause as the students $orked in their %airs, I $alked around to each %air and asked them,
/@hy did you choose this order?0 I& they $ere a(le to (ack u% their reasoning, I $ould give
them a checkmark and record their strategy' >o$ever, i& they .ust said something like, /4h
$e .ust guessed'0 ,hen I had to %rom%t them $ith <uestions to get them to think a(out
legitimate reasoning' 3or this (enchmark, I collected data on all " students $hom $ere
%resent during my lesson *! students $ere a(sent+' 4ne student $as not %resent at this time
o& my lesson' >e returned to class a(out hal&-$ay through my lesson'
1nother (enchmark that I $as a(le to collect assessment on $as
55##'Math'5ontent'5'M6'5'59 :elate volume to the o%erations o& multi%lication and
addition and solve real $orld and mathematical %ro(lems involving volume' *I can e)%lain
the relationshi% o& volume to multi%lication and use &ormula correctly+' 1t the end o& my
lesson, I had each student $rite do$n their o$n de&inition o& volume is' I instructed them to
$rite it in their o$n $ords so that they $ill (e a(le to look (ack at it and understand' 1ll (ut
2 students $ere a(le to give me some sort o& de&inition o& volume and ho$ it related to
multi%lication' ,he t$o students $ho did not $rite do$n their de&inition $ere a %air' #o, the
might not have had enough time to get to that %art'
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,he third (enchmark $as the hardest to collect data on *55##'Math'5ontent'5'M6'5'8a9
1 cu(e $ith side length unit, called a /unit cu(e,0 is said to have /one cu(ic unit0 o&
volume, and can (e used to measure volume'+ I $as only a(le to collect data on 7 students &or
this (enchmark' I tried to $alk around to each %air and ask the same <uestion, ho$ever I $as
not sure i& they could use /n cu(ic units0 in the correct conte)t' 3or e)am%le, they $ere a(le
to say, /,his rectangle has 20 cu(ic units o& volume'0 >o$ever, ho$ can I (e sure that they
can use it correctly i& I only heard one sentence $ith the %hrase /cu(ic units0 used? I had to
hel% a cou%le o& students, (ut they still seemed hesitant a(out using the %hrase /cu(ic units0'
#ince I $as not a(le to collect data on at least hal& o& my students &or the third (enchmark
*55##'Math'5ontent'5'M6'5'8a+, I think I $ould have .ust not included it in this lessonAs
assessment %lan' It $ould have made it easier &or me to &ocus on the other t$o (enchmarks
that I assessed' Castly, I used a checklist as my assessment tool' I reali;ed that I did not leave
enough room to take notes' In order to im%rove my assessment %lan, in the &uture I $ill make
sure that I have enough s%ace to take other notes on students'
!' @hat understandings did the children e)hi(it? Cist at least &ive s%eci&ic things the students
did and said that are evidence o& understandings' I& they did not sho$ evidence o&
understanding, $hat $ould you have asked to get more in&ormation?
,he &irst evidence o& student understanding occurred $hen I asked one o& the %airs, /6o
you think choosing sugar &or your &iller $as a good or (ad idea?0 4ne student ans$ered, /I
think it $as a good idea (ecause sugar is a(le to get into tiny little s%aces in the (o)' ,he
(eans le&t a lot o& s%aces in the (o)es'0 I then asked the student $hy it $as im%ortant to &ill
each (o) to itAs a(solute &ullest' >e ans$ered, /2ecause i& there are s%aces in (et$een the
stu&& then thatAs not all o& it *re&erring to the total volume o& the (o)+'0
,he second evidence o& student understanding $as $hen one %air dum%ed (o) 1As
com%onents into another (o)' I asked them to e)%lain $hat they $ere doing' 4ne student
e)claimed, /I& it over&lo$s then that means the volume o& (o) 1 is greater than the other (o)
cause it canAt hold the same amount o& rice as it'0 ,he student then &illed u% (o) 1 again and
em%tied itsA com%onents into (o) 2' 1&ter em%tying it out, (o) 2 still had some s%ace le&t in
it' ,he student then stated, /Cook (o) 2 has more volume cause $e can still &ill it u% some
more'0 ,his sho$ed me that the student had an understanding that the ca%acity and volume
o& an o(.ect de%ends on ho$ much s%ace it taken u% in the o(.ect'
,he third evidence o& student understanding $as $hen one o& the students tried to &igure
out $hat the height $as &or one o& their (o)es' I heard one o& the students tell their %artner,
/,he height is &ive'0 >o$ever, they held it $rong' ,heir %artner then e)claimed, /Fo thatAs
$rong (ecause the o%ening o& the (o) is the to%O Ms' Gervacio, isnAt it su%%osed to (e
standing this $ay?0 ,hey turned their (o) over so that the height $as instead o& 5' I then
told the %air, /Jes the to% o& the (o) I $here the o%ening is'0 I kne$ this $as evidence o&
student understanding (ecause they $ere having an engaging conversation a(out $hat the
height $as' It $as interesting (ecause they did not .ust agree on one %rediction o& $hat the
height $as'
,he &ourth evidence o& student understanding $as $hen one %air made %redictions using
sugar' ,hey &illed u% one (o) $ith their sugar and I noticed that they le&t some s%ace at the
to% o& the (o)' I asked them, /#o, i& youAre trying to &ind the volume &or the $hole (o),
should there (e s%ace le&t at the to% o& the (o)?0 ,he %air then looked %u;;led then one o&
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Gervacio-
them said, /4h, no' @e canAt (ecause then itAs not the true amount o& stu&& thatAs in it'0 ,hey
then colla(orated and came to the conclusion that each (o) needed to (e &illed to the to% and
then leveled $ith their &inger'
,he &i&th evidence o& student understanding can (e seen on one o& the handouts that I
collected &rom the students' 4n one %art o& the handout, I had the students $rite in their o$n
$ords $hat volume is' 4ne student $rote, /Volume is the amount o& stu&& that is in an 86
o(.ect'0 I can come to the conclusion that this student has some understanding that volume is
related to 86 o(.ects' >o$ever, this $as the only handout that mentioned 86 o(.ects in their
de&inition o& volume' #o, I could have done a (etter .o( at addressing this'
5' @hat misunderstandings did the children e)hi(it? Cist at least &ive s%eci&ic things that
students did and said that are evidence o& misunderstandings? I& they did not sho$ evidence
o& misunderstandings, $hat could you ask to get more in&ormation?
4ne misunderstanding occurred $hen the students $ere making %redictions' 1 %air used
sugar to make their %redictions' I asked them, /@hat strategy did you use to order your
(o)es?0 4ne student commented, /I $eighed them in my hands and &elt $hich one $as
heavier' ,he heavier one has more stu&&'0 1lthough it $as a good strategy, in the (eginning o&
the lesson I $ent over the di&&erence (et$een mass and volume' I stressed that $e $ere not
$eighing our (o)es (ecause it $ould not have related to the volume &ormula' ,his $as a
misunderstanding a(out the de&inition o& volume'
1 second misunderstanding can (e seen on one o& my studentsA handouts' In the %recise
measurement section, she listed the actual volume o& each corres%onding (o)' >o$ever, she
la(eled /cu(ic s<uare0 &or the units that they $ere using' I $ent over $ith the class that they
$ere $orking $ith unit cu(es' ,his %articular student had a misunderstanding a(out the
correct unit o& measurement that $e $ere using &or volume'
,he third misunderstanding occurred $hen the students $ere instructed to measure the
height, $idth and length o& each (o) a&ter they &illed them $ith the unit cu(es' Many students
did not kno$ the di&&erence (et$een length and volume' 4ne grou% measured t$o %arallel
sides o& the rectangleP one $as la(eled the $idth and the other %arallel side $as the length' I
should have asked the class i& they kne$ the di&&erence (et$een the length and $idth (e&ore I
had them measure their o$n (o)es' I did model $hat to measure, (ut I did not clari&y $hich
side $as a $idth and $hich side $as the length' 1t the end o& my lesson, my mentor teacher
e)%lained that the length is al$ays the longer side'
I could not &ind any other evidence o& misunderstandings &rom my lesson' >o$ever, I
kno$ I could have asked more <uestions a(out $hen $e use the volume &ormula' I did not
(ring u% the &act that the volume &ormula only $orks $ith rectangular %risms' 1lso, one o&
the students asked, /2ut one o& the (o)es is a s<uare' #o, is that a rectangle?0 I should have
clari&ied that a s<uare %rism is a ty%e o& rectangular %rism' I could have asked more <uestions
geared to$ards that, as $ell'
6' @hat $ould you do the same and di&&erently i& you could teach this lesson again? Include
s%eci&ic ideas that are related to the Process Standards *%%' 8-5+, the Common Core
Standards for Mathematical Practices *%%' 5-7+, Selecting Worthwhile Tass *%%' 86-!2+,
!rchestrating Classroom "iscourse *%%' !2-!6+ andIor Planning for All Learners *%%' 6!-
70+'
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Gervacio-
4ne thing I $ould do the same is the communication that the students %artici%ated in
throughout my lesson' I asked the students to turn to their side %artner and discuss the
di&&erence o& volume and mass' I then asked the students to talk in their grou%s a(out, $hat is
volume? I then (rought the class (ack together and they shared ideas' ,his strategy relates to
the communication standard o& the /-rinci%les and standards &or school mathematics0' ,he
students $ere a(le to communicate their mathematical thinking coherently and clearly to
%eers, teachers, and others' In addition, this strategy correlates to classroom discourse *%g'
!2-!8+' I conducted classroom discussions and asked many <uestions throughout my lesson'
#ome o& my <uestions included9 @hy did you order your (o)es that $ay? @hy canAt (o) 1
and (o) E (e s$itched around? @hy $ere (eansIriceIsugar a goodI(ad choice to make
volume %redictions? @hat ty%es o& relationshi%s do you see (et$een the height, length, $idth
and volume num(ers in your data ta(le?
1sking students various ty%es o& <uestions that made them think also %romoted
metacognition' It %romoted metacognition (ecause the students had to think a(out $hy they
order the (o)es a certain $ay or the reason $hy sugar $as a good idea &or measuring
volume'
1 second thing I $ould have done the same $as to have the students chose the materials
they $anted to $ork $ith $hen they had to make %redictions a(out volume' ,his ste%
encouraged students to /sel&-assess to see $hether a strategy makes sense as they $ork,
checking &or reasona(leness %rior to getting the ans$er0, $hich is a standard &or
mathematical %ractice &rom the common core state standards *%g' 6+' ,he students needed to
come u% $ith their o$n strategy &or %redicting the volume o& each (o), and the order o& the
(o)es &rom least to greatest' ,hey then tested their strategy and gave reasons $hy it $orked
and $hat they could have done di&&erently'
4ne thing I $ould have done di&&erently $as to connect volume to other mathematical
ideas *%g' !+' In our te)t(ook, it states that one standard &or school mathematics is to
/recogni;e and use connections among mathematical ideas0' ,his also includes a%%lying
mathematics in conte)ts outside o& mathematics' I could have done a (etter .o( at connecting
the conce%t o& volume to a mathematical idea that they kne$' 3or e)am%le, they (rie&ly
learned a(out di&&erent sha%es' #o, I could have tied in the idea that 86 o(.ects have volume'
Moreover, I could have asked <uestions like, /@hy canAt 26 sha%es have volume? 4r, $hat
is the di&&erence (et$een 26 and 86 sha%es?0
7' I& you $ere to teach a &ollo$-u% lesson, $hat $ould (e the &ocus o& the ne)t lesson? @hat
$ould the s%eci&ic %ro(lemItask (e? *@ritten as it $ould (e %resented to students+
,he s%eci&ic %ro(lemItask $ould (e9 >o$ do you &ind the volume o& other ty%es o&
86 o(.ects or %risms?
#hare, /:emem(er last time $e $orked $ith di&&erent si;ed (o)es and %redicted the
volume &or each? ,hen $e &ound the actual volume &or each (o) and $e &ound out
that in order to &ind the volume o& a rectangular %rism, $e used the &ormula length )
$idth ) height' ,oday, $e $ill (e e)%erimenting $ith 86 o(.ects that are not
rectangular %risms and ho$ to &ind their volumes'0
Go over $hat the (ase is' @hy is it called the (ase? 2ecause it is on the (ottom'
Instruct students to &ind the (ase o& several di&&erent 86 o(.ects9 :ectangular %rism,
cylinder, cones and %yramid'
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Gervacio-
Instruct students to come u% $ith their o$n strategy to &ind the volume o& a %yramid'
May(e give students mani%ulatives to &ill em%ty %yramids and rectangular %risms and
com%are the amount o& content that is in each 86 o(.ect'
>ave students record the di&&erences and similarities seen $hen they com%are
rectangular %risms and %yramids'
:e&er to cha%ter " in our math te)t(ook, %age 8"8-8"!, and e)%lain, /,he
relationshi% (et$een the volumes o& %yramids is one-third o& a %rism'0 I can make the
connection to &ractions since the students have %rior kno$ledge o& &ractions' I can
ask, $hat does one-third o& a %rism look like? >o$ do $e &ind one-third o& a %rism i&
it has the volume or !0 cu(ic units?
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