ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date: 4/14/17 Subject/ Topic: Volume

Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Volume
Brief Context:
Students have been working through a geometry unit and have recently learned about area, perimeter,
and surface area
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.6.G.A.2
Find 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.

Students will be able to explain how the 3D figure they created represents volume
Students will be able to use a formula to find volume.
Students will be able to find dimensions on a 3D object and use those dimensions to find volume the
figure.
I can use a formula to find volume
I can identify words that require me to find volume in a word problem
I can explain what volume is.

Assessment: [Formative and Summative]

Sticky Note check-in
Practice activity in groups
Prerequisite Knowledge/Skills:
Volume involves multiplication, height, length, and width (learned from homework packets)
Technology:
Document camera
Materials:
Interactive notebook
Glue
Scissors
Boxes and objects to show volume
Cubes
1L bottle
Notebook Paper

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Box stuffed with cubes to Students working in groups on interest
represent square units the problems

Options for Options for Expression Options for Sustaining Effort

Language/Symbols & Persistence
Options for Comprehension Options for Executive Options for Self-Regulation
Box stuffed with cubes to Function
represent square units

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
MStep Practice (5 min)
Check HRP (15 min)

Triangle Assessment
Teacher puts problem on to the projector. Every student receives a stick note/notecard and
theres a problem on the board requiring them to show the formula of a triangle and find area
and perimeter of a triangle shown.

Teacher shows students a box that is packed with cubes.

So I have a box here, how could I find out how many cubes are in this box?
What would I be finding?

Development: [It may help to number your steps with corresponding times.]
Students copy objective into CI and date page.
I can use a formula to find volume
I can explain what volume is.

Creating a volume foldable:

Teacher leads students in folding and gluing a half sheet of notebook paper so it had a tab that is able to
be folded and connected onto the CI. Students told the notebook paper as teacher directs and create a 3D
foldable that opens in the center to show volume.

*This activity is done best when there is another teacher or adult present to help students in the creation
of their foldable.

After creating foldable, students create a What is volume section in their notebook. Discuss the question
as a class and then students write their own definition to answer the question.

Working through visual aid placed in their interactive notebook

How many cubes cover the bottom of the prism? 12 cubes what do we call the bottom of the
prism? The base. How do we find base?
How many cubes will be in each row? 12 cubes
How many rows in the prism?5 rows
Write an equation to calculate the volume of a rectangular prism
Find the volume of the prism.
o Base (12 cubes 1 row) times 5 rows
o 60cm3 what does cubed mean?
If space is represented by cubes, its how many can fill up a space. We use cubed for
3D objects, something 2D cant be cubed
Find the volume of a prism 54 units cubed
Find the volume of a prism 48 units cubed

Another time we hear a lot about volume is with liquid. We use volume to measure how much in a bottle.
This

Word Problems:
Each group receives a real life object (moving box, cereal box, small mail box, Kleenex box, toothepaste
box, vitamin box (cube)). They have the object for 3 min at first and later two minutes. After two minutes,
each group switches. Well go over all the answers together. Student will have a recording sheet.
What are the dimensions?
At the beginning of each rotation they should take 30 seconds to find the dimensions of their figure
and copy them down as a group.
 What is the volume of the figure? (2 min)
After students find the volume they pass the figure on to the next group

Expectations:
Each group gives members a number 1-5. There are 5 rounds (5 objects) and student 1 reads the
box dimensions in round 1, student 2 in round 2.
Teacher will designate one carrier from each group to take the box onto the next table
At the end of every round, the person who has the number for the next round raises their hand.
After designated time is up, the carrier takes the box to the person with their hand up.
Once you have all the dimensions for your figure, you should find the volume of your figure.

If needed, before reviewing questions, students will have work time to finish problems they didnt get to on
their own. (They will have the dimensions on their page).

If needed, lesson can be adjusted and students can work through each problem together.

Worldview Integration:
Discussing volume, where do we see it in real life again?
Using everyday objects that students are familiar with (cereal boxes, box to be mailed, moving box,
toothpaste box)

Closure:
What does volume tell us?
The amount of space on the inside of an object
When do we need to find it?
See student answers below

TEACHER INTERN POST OBSERVATION REFLECTIONS-

Your reflection on the lesson including ideas for improvement for next time.

It was interesting to hear students come up with answers for when we use volume in real life! The
answers of construction, cooking, and filling up a pool came up in every class.
With clear expectations set, students did an excellent job with passing objects from group to group
Instead of using 2/3 minutes for each group to have each figure, we gave each group 1:30 seconds

At first, students were confused with what we were putting into their interactive notebook, the
section that talked about 12 cubes on the base made sense to them. 60% of them were able to
easily identify that the base had 12 cubes. Considering the other layers, however, was more
difficult (especially with group C). I explained it to them with the box full of cubes I had used as a
visual at the beginning. I explained to them that if we had a figure with 9 cubes on the bottom
layer and on the third layer we wanted to have 9 cubes, could we just have 6 in the middle? I acted
this out while explaining it and before putting on the third layer of cubes all the students said that
no, that wouldnt work because the top layer would fall through. They were right! As I put on the
third level, those cubes that were not supported by the center level fell. This helped them to
understand that when representing volume with cubes, the figures are solid.

Before we worked through the finding volume activity we discussed the importance of identifying
the different dimensions. Would it matter if two people disagreed and one said something was the
width while another said it was the height? No, that wouldnt matter, because multiplication is
commutative. 4x6x7.5 would be the same as 6x4x7.5. Students seemed very confident with this!
 In working with the moving box, the dimensions are described as H,W,D. Some groups quickly
figured out that D could be replaced with length in this case, other groups had to ask and this was a
little confusing to them.

Next time, I would be sure to set the same expectations before the activity. I would consider giving
each group cubes to work through the section of the interactive notebook that involves cubes.