Name: Ashley Owens Date: 10/25/22

School: Zervas Elementary School Grade: 5

Starting and Ending Time: 12:15 to 12;45

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA frame-
work does the lesson most clearly address? Select 2 to 3 focal standards that will be key to your
instruction and assessment.

5.MD.C.5a- Find the volume of a right rectangular prism with whole-number edge lengths by
packing it with unit cubes, and show that the volume is the same as would be found by multiply-
ing the edge lengths, equivalently by multiplying the height by the area of the base. Represent
threefold whole-number products as volumes, e.g., to represent the associative property of multi-
plication
5.MD.C.5c- Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, apply-
ing this technique to solve real-world problems.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strat-
egy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to find the volume of a rectangular prism by understanding that they can
multiply the base x the height, which is equivalent to multiplying length x width x height.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will correctly answer the problems in their math workbooks. They will show their work,
writing out the equations that they are using to find the volume.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the les-
son and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that
knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002)
as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to use the proper language, cubic feet, to label their answers when
finding the volume of shapes by correctly labeling the problems in their workbooks.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will label their answers using cubic feet in their workbooks.

Content: What are the specific details of the lesson’s content knowledge?

-Find the volume of a rectangular prism

-Find the volume of a solid that can fit either twice as many or half as many cubes as an original
solid.
-Correctly labeling volume as cubic units.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.
Opening (8 minutes): How will you introduce the instructional objective to the students, “acti-
vate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson con-
tent?

I will start by having the students review what they have been working on in previous classes. I
will review the strategies that they have discussed regarding finding volume previously. These in-
clude strategies such as finding how many cubes would fit into the bottom layer and then multi-
plying that number by the number of layers going up. I will say “We can write an equation to de-
scribe this, V= b x h.” (I can write this equation on the board). “This formula says we can find the
volume of a rectangular prism by multiplying the area of a base of the prism by its height. In this
formula, b stands for the area of the base, h stands for the height, and V stands for volume. Does
this formula represent the same strategy as the one that you have all described?” (Students previ-
ously counted out the cubes in the base, which is equivalent to the area of the base. They should
make this connection.) “Talk with a partner and then we can share our ideas.”
During Lesson (15 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

Students can share out. Students likely understand that counting the cubes in the base is equiva-
lent to using “b” for the area of the base and then multiplying by the height as they did before.
Next, I will introduce the formula V= l x w x h. I will write this equation on the board and ask
students how the formulas V= b x h and V= l x w x h are related.
They may say things such as “They are the same because we multiply length x width to find the
number of cubes in the bottom layer.” Or they may say that multiplying length x width is the
same as “b” because length x width is the area of the base. Students can say something along the
lines of “l x w” being equivalent to the base of the prism. If a student mentions multiplying the
length x width in order to get b, I can highlight that on the board. I will say something such as
“Yes, _student name_ says that l x w is the same as b. We are working with rectangular prisms,
meaning our base is a rectangle. This means we can use l x w to find the area of the base. Great
connection!”
“Let’s try using these volume formulas! Work with your table partners to find the volume of a
rectangular prism that is 4 units by 7 units on the bottom and 10 units high.” (I will write these
numbers on the board). Here, I will give students a minute or two and then I will ask for solu-
tions. I will let students share out, describing to me how they solved the problem (4 x 7 x 10 =
280 )
Then, I will ask students “What if we turned the prism on its side, so that the bottom was 10 by 7
units and the prism was 4 layers high? Would the volume be the same?” - Here students should
reason that the volume will be the same because the dimensions can be multiplied in any order. I
can also ask them how they solved the problem relates to the formulas we went over. (They most
likely used l x w x h, since they were given all three dimensions and can plug right into the for-
mula).
Next I might say “Picture a closet that is a rectangular prism. The area of the floor is 15 square
feet. The height of the closet is 8 feet. Find the volume of the closet. How do the volume formu-
las relate to how you solved this problem?”
In this case, they may think of solving the problem more in terms of V= b x h, since I gave them
the area of the base of the closet, but not the length or width. I will let them share these thoughts.
Lastly, I will introduce the units as cubic units. “The volume is 120 cubic feet. When the dimen-
sions are in feet, the volume is in units called cubic feet. A cubic foot is a cube that measures a
foot along each edge. This means the length is one foot, the width is one foot and the height is
one foot.” (Here I may be able to grab a cube and show what I mean) “When the dimensions are
in inches, the volume would be in units called cubic inches. We will talk more about these units
in future lessons.”
Closing (30 minutes): How will you bring closure to the lesson and, by doing so, review and de-
termine what students have learned?

At this point I will let students know they are going to be working on solving more problems like
this in their math workbook. For students who are still working on page 93 from the previous
class, I will meet with them at the back table. We will use manipulatives (cubes) to fill boxes and
find volume that way. This way they can use concrete models to visually work with the idea of
finding volume. I will direct students who have finished page 93 to work on page 97 (with a part-
ner). When finished with the small group, I will walk around the classroom and monitor students’
progress as they are working. When students complete page 97, they can move to page 98. Once
they finish both worksheets, they can either play the math games provided around the classroom,
or play games on the assigned math websites.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/ udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of Eng-
lish language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format

Seat students strategically near one another, you or the focus of instruction
Pair students Give additional examples

Provide alternate reading or the same text at varying reading levels

Provide on-level reading Write homework list

Graphic organizers

Use Braille or large print

Use manipulatives Alternate response format (verbal/written)

Give daily progress report

Extend time

Use assistive devices

Give verbal cues to emphasize main ideas

Increase number of review activities Technology

Give students copy of directions

Use interpreter

Give more breaks

Allow use of computer

Hand out copies of notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to explain
and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Pair Students- students will be working in pairs to complete/check some of
their worksheet pages.

Support #2: Use Manipulatives- students who may be struggling to find volume in the
worksheets may be allowed to use manipulatives to build prisms.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will have students raise their hands when they want to share. This is especially important when
teaching a whole class lesson. Students should be respectful and listen when others are talking.
Students will wait to be called on.

Technology: How did you incorporate technology into the lesson?

I will be projecting the worksheets onto the white board before closing the lesson. This way,
as a whole class, I am able to briefly go over the instructions and how students should be
completing the problems.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
I need to use the projector to display the problems students will be working on. Additionally, I
need to have the manipulatives (cubes) ready for students to use in the small group. I also just need
an expo marker in order to write equations on the board.

8
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA Cur-
riculum Framework incorporating the Common Core State Standards)?

Students continuously review the previous session’s work in their following math sessions.
Throughout different math classes, my SP and I will work to reinforce the idea of volume and how
to find it, as they move to finding the volume of more complex shapes.

9
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley