Student Sample A

Date: March 8, 2014

Rating: 5

5 3 1
CCSS.Math.Content.5.MD.C.3:
Recognize volume as an
attribute of solid figures and
understand concepts of volume
measurement. (I can use
materials to help me understand
that solid figures have volume
and order objects from least to
greatest volume)

Student is able to
arrange in order
rectangles from
least to greatest
volume using
reasoning.
Student is able to
arrange in order
rectangles from
least to greatest
volume with
some reasoning.
Student is not
able to arrange in
order rectangles
from east to
greatest volume
without consistent
help from teacher.
CCSS.Math.Content.5.MD.C.5:
Relate volume to the operations
of multiplication and addition
and solve real world and
mathematical problems
involving volume. (I can explain
the relationship of volume to
multiplication and use formula
correctly)

Student is able to
explain the
relationship of
volume and
multiplication in
writing.

Student can use
the volume
formula correctly.
Student is able to
explain the
relationship of
volume and
multiplication in
writing with some
help.

Student can use
the volume
formula correctly
some or most of
the time.
Student is not
able to explain the
relationship of
volume and
multiplication in
writing with
consistent help.

Student is not
able to use the
volume formula
correctly without
consistent help.
CCSS.Math.Content.5.MD.C.3a:
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. (I can explain
that a centimeter cube if equal to
one cubic unit of volume in a
rectangle)

Student is able to
explain that a
centimeter cube is
equal to one cubic
unit.

Student explains
that a rectangle
has n cubic units
of volume.
Student is able to
explain that a
centimeter cube is
equal to one cubic
unit with some
help.

Student is able to
explain that a
rectangle has n
cubic units of
volume with
some help.
Student is not
able to explain
that a centimeter
cube is equal to
one cubic unit
without consistent
help.

Student is not
able to explain
that a rectangle
had n cubic units
of volume
without consistent
help.


Gervacio- 2
Commentary:
Student A received a 5 overall because he was able to arrange and predict the order of his
boxes from least to greatest with reasoning. When I asked how he and his partner decided to
order the boxes, Student A replied, I filled up one box and poured it into another empty box. If
it overflowed, the original box had more volume cause it held more stuff. He was able to come
up with an effective strategy in measuring volume and was able to explain his reasoning.
Moreover, Student A was able to explain the relationship between the volume formula
and multiplication at the beginning of my lesson. I knew he could use the volume formula
correctly sometimes because after he counted all of the unit cubes, he check his work using the
volume formula. His groups predictions were very close to the actual order of the boxes. On his
data log sheet, his definition of volume was clear and understandable.
As I walked around the classroom, I asked Student A and his partner, If one of these
cubes is called a unit cube, then what do I say when there are 20 cubes in this box? He
immediately responded, 20 cubic units. Lastly, on his data log sheet, I could see that he used
the cu to label cubic units for the numbers in the volume column. This shows me that he
understood that a rectangle has n cubic units of volume.
Ongoing Goals for Student:
Since Student A seemed to have a clear understanding about volume of rectangular
prisms, I would expand his learning by creating a volume lesson with pyramids and cylinders. I
would take the knowledge that he has about volume in rectangular prisms and apply it to the
volume in pyramids. I would have him explore different ways to measure volume in a pyramid
and have him compare it to a rectangular prism that is the same height as the pyramid. Hopefully
this will expand his knowledge of volume.
Gervacio- 3

Gervacio- 4

Student Sample B
Date: March 8, 2014
Rating: 3.5

5 3 1
CCSS.Math.Content.5.MD.C.3:
Recognize volume as an
attribute of solid figures and
understand concepts of volume
measurement. (I can use
materials to help me understand
that solid figures have volume
and order objects from least to
greatest volume)

Student is able to
arrange in order
rectangles from
least to greatest
volume using
reasoning.
Student is able to
arrange in order
rectangles from
least to greatest
volume with
some reasoning.
Student is not
able to arrange in
order rectangles
from east to
greatest volume
without consistent
help from teacher.
CCSS.Math.Content.5.MD.C.5:
Relate volume to the operations
of multiplication and addition
and solve real world and
mathematical problems
involving volume. (I can explain
the relationship of volume to
multiplication and use formula
correctly)

Student is able to
explain the
relationship of
volume and
multiplication in
writing.

Student can use
the volume
formula correctly.
Student is able to
explain the
relationship of
volume and
multiplication in
writing with some
help.

Student can use
the volume
formula correctly
some or most of
the time.
Student is not
able to explain the
relationship of
volume and
multiplication in
writing with
consistent help.

Student is not
able to use the
volume formula
correctly without
consistent help.
CCSS.Math.Content.5.MD.C.3a:
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. (I can explain
that a centimeter cube if equal to
one cubic unit of volume in a
rectangle)

Student is able to
explain that a
centimeter cube is
equal to one cubic
unit.

Student explains
that a rectangle
has n cubic units
of volume.
Student is able to
explain that a
centimeter cube is
equal to one cubic
unit with some
help.

Student is able to
explain that a
rectangle has n
cubic units of
volume with
some help.
Student is not
able to explain
that a centimeter
cube is equal to
one cubic unit
without consistent
help.

Student is not
able to explain
that a rectangle
had n cubic units
of volume
without consistent
help.
Gervacio- 5
Commentary:
Student B needed constant help from her group members. When I asked why her and her
group ordered the boxes a certain way, she answered, Whichever one is the heaviest? She was
not quite sure when she answered be because she posed her response as a question. I rated her a 3
because she was able to give me some reasoning about her prediction. However, it was not
enough reasoning to thoroughly explain her thinking.
Student B was able to write down the relationship between multiplication and volume.
However, she did not check her answers using the volume formula. So, I could not determine
whether she knew how to use it properly. She wrote down a brief definition of how volume was
related to multiplication, but it was a little confusing because she just wrote, You find it by
length x width x height. I could not determine whether she understood what she wrote or just
copied on of her group members.
Lastly, I asked Student Bs group, If one of these cubes is called a unit cube, then what
do I say when there are 20 cubes in this box? Student B did not answer. One of her group
members said, 20 cubic units and Student B exclaimed, Oh, I see, cubic units. She then
labeled each row in her volume column with cubic units. From this I can see that she was able
to figure out the correct unit of measurement with some help from her group members.
Ongoing Goals for Student:
My ongoing goals for student B would be to build her understanding about the
relationship between multiplication and volume. It seems like she has some understanding.
However, I think a more in depth lesson about multiplication and volume would help her better
understand where the volume formula comes from. Additionally, I could give out homework
with problems that relate to volume. This way, I can assess her own knowledge about volume
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rather than her relying on her group members for the answers. I would also have to go over the
difference between mass and volume in more detail. She ordered her boxes according to how
heavy each box was.
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Student Sample C
Date: March 8, 2014
Rating: 2

5 3 1
CCSS.Math.Content.5.MD.C.3:
Recognize volume as an
attribute of solid figures and
understand concepts of volume
measurement. (I can use
materials to help me understand
that solid figures have volume
and order objects from least to
greatest volume)

Student is able to
arrange in order
rectangles from
least to greatest
volume using
reasoning.
Student is able to
arrange in order
rectangles from
least to greatest
volume with
some reasoning.
Student is not
able to arrange in
order rectangles
from east to
greatest volume
without consistent
help from teacher.
CCSS.Math.Content.5.MD.C.5:
Relate volume to the operations
of multiplication and addition
and solve real world and
mathematical problems
involving volume. (I can explain
the relationship of volume to
multiplication and use formula
correctly)

Student is able to
explain the
relationship of
volume and
multiplication in
writing.

Student can use
the volume
formula correctly.
Student is able to
explain the
relationship of
volume and
multiplication in
writing with some
help.

Student can use
the volume
formula correctly
some or most of
the time.
Student is not
able to explain the
relationship of
volume and
multiplication in
writing with
consistent help.

Student is not
able to use the
volume formula
correctly without
consistent help.
CCSS.Math.Content.5.MD.C.3a:
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. (I can explain
that a centimeter cube if equal to
one cubic unit of volume in a
rectangle)

Student is able to
explain that a
centimeter cube is
equal to one cubic
unit.

Student explains
that a rectangle
has n cubic units
of volume.
Student is able to
explain that a
centimeter cube is
equal to one cubic
unit with some
help.

Student is able to
explain that a
rectangle has n
cubic units of
volume with
some help.
Student is not
able to explain
that a centimeter
cube is equal to
one cubic unit
without consistent
help.

Student is not
able to explain
that a rectangle
had n cubic units
of volume
without consistent
help.


Gervacio- 9
Commentary:
Student C was not able to explain how her group determined the order of their boxes
during their prediction. When I asked for an explanation, she just shrugged her shoulders and
glanced at her partner. On her prediction sheet it shows that her group used sugar for their
predictions. I could not determine how they figured out the order of their boxes because they
werent measuring any of their boxes. They just filled their boxes and moved them into their
desired order.
Second, student C was somewhat able to explain the relationship between volume and
multiplication. Her definition states, H x L x W = volume. It does not clearly state what each
letter stands for. So, I cant determine if she fully understands the relationship between
multiplication and volume. Furthermore, she did not double-check her answers using the volume
formula. In one row, she listed the height=1, length=5, and width=5. The volume for that same
box was listed as 20. If she double-checked her answers, she would have found out that
1 x 5 x 5 20.
Lastly, when I asked student C, If one of these cubes is called a unit cube, then what do I
say when there are 20 cubes in this box? She asked her partner for help. When her partner
answered, she repeated his answer. She did not label her numbers in the volume column
afterwards.
Ongoing Goals for Student:
The main ongoing goal for student C would be to build her understanding on the
relationship between multiplication and volume. Obviously she has some knowledge about the
volume formula, but she does not have an understanding of how the numbers are related. I would
go over area models with her to revisit the reason why we multiply length and width to get the
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area of a 2-dimential rectangle/square. From this, I would try and build connections to volume. I
would also go into detail about the types of measurements that are used when measuring volume
in a 3-dimentional object.






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