# Volume Group 5 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013 This material.

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Volume Group 5 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin- Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

Welcome Common Core Leadership in Mathematics Bridget Ciurlik, Nancy Clark, Joe Giera, Sarah Burzynski

Which is Bigger?

Which Box is Bigger? Working as a table group: Brainstorm some possible ways to determine which box is bigger. Discuss at your table. Be prepared to share. (2 minutes)

Examining Volume in 5 th Grade Common Core Leadership in Mathematics February 12, 2013

Learning Intention and Success Criteria We are learning to … develop conceptual understanding and language related to the measurement of volume. understand key ideas that students are expected to learn about volume in 5 th grade. We will be successful when we can … explain the mathematical content and language in 5.MD.3, 5.MD.4, and 5.MD.5 and identify connections between standards documents and mathematical experiences.

Agenda Introductions Which is Bigger? Building Rectangular Prisms Summary and Connections

Which is Bigger?

Volume is an amount of three-dimensional space that is contained within a three- dimensional shape. (K-5 Geometric Measurement Progressions) So, which box has a larger volume? Prove it!

CCSSM: Measurement & Data Individually Read standards 5.MD.3 & 5.MD.4. Highlight key ideas in the standards that were exemplified in the activity. Be prepared to explain your connections. (3 minutes)

Understand concepts of volume and relate volume to multiplication and to addition 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. 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. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Building Rectangular Prisms

Partner Exploration Build 3 different rectangular prisms, each having a volume of 24 unit cubes. Leave all 3 of them intact. Compare and contrast the prisms.

Building Rectangular Prisms Looking at your rectangular prisms, how do you know there are 24 unit cubes?

CCSSM and Building Prisms K-5 Geometric Measurement Progression Document Read the last 3 paragraphs of page 27 including the side notes. As you think about student learning in the activity and the reading, consider how students develop an understanding of volume.

What’s the Volume? Using layers, find the volume of the rectangular prism shown. Tell your partner at how you arrived at the volume.

Summary and Connections

Big Ideas On your slate— While reflecting on our experiences this evening, list some of the big ideas around the measurement of volume in 5 th grade.

Big Ideas Volume is an attribute of 3-D figures. Volume can be measured by “packing” a space with cubes. Students develop an understanding of volume measurement by examining layers. Note: Students make sense of these ideas by constructing and deconstructing prisms.

Learning Intention and Success Criteria We are learning to … develop conceptual understanding and language related to the measurement of volume. understand key ideas that students are expected to learn about volume in 5 th grade. We will be successful when we can … explain the mathematical content and language in 5.MD.3, 5.MD.4, and 5.MD.5 and identify connections between standards documents and mathematical experiences.

Connecting to Your Role As you think about what you learned today, how does this impact your work at your grade level? K-4 th grade: What are you doing to prepare students for these standards? 6 th -12 th grade: How are students using this knowledge at your grade level? (Standards & Progressions)