Fifth Grade – November.

Fifth Grade – November

Introductions and Training Purpose
Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or a Math & Science integrated activity. We do not need to spend a lot of time on this because they have heard it before. However, if a CO person would do this, it will set the tone. ~Julie

Agenda Math Standards-Vertical Alignment
MICA and Writing of Assessment Items Scaffolding Activities with Manipulatives Lunch – 11:00-12:15 Digital/Electronic Resource Math Task (Instructional) Math and Science Integrated Activity leading into a STEM Challenge Closing ~Julie

Training Teams and Logistics
Bathrooms/Breaks/Cell Phones Agenda STEM Materials ~Julie

Norms Be an active participant Be mindful of air time
Be mindful of sidebar conversations Use technology at appropriate times

– Your Source for All Resources
MSP Wikispace – Your Source for All Resources Please take the time to visit the site later Contact us if you have any questions or need help. ~Julie

Remind teachers that this is what it looks like when they to the WIKI page. ~Julie

Challenge: Every year, our school has field day, but no one wants to drink warm Gatorade. Design a rectangular prism to freeze water in to create the longest lasting ice cube. This ice cube must last a minimum of three hours in the hot sun, even when the lunch box is opened and closed several times during field day. Your rectangular prism cannot have a volume greater than 300 cubic centimeters. Make it from graph paper and include the volume of your rectangular prism using a formula for volume. The class will vote to determine the best two designs and justify why. The best 2 designs will be tested under the heat lamp (sun) to see which lasts the longest. We are introducing the challenge at this point so we can begin collecting data for melting. Tell teachers they could use another challenge, they do not have to do this challenge if they have one already planned that correlates with these activities. ~Julie

Targeted Standards Math Science
5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying 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 multiplication. 5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 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, applying this technique to solve real world problems. 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. GLE Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate. GLE Investigate factors that affect the rate at which various materials freeze, melt, or evaporate. SPI Describe the differences among freezing, melting, and evaporation. SPI Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. Students will need the prerequisite of GLE Conduct experiments on the transfer of heat energy through conduction, convection, and radiation. ~Julie

Integrated Math and Science Lesson
Clear Target: I can determine factors that influence the rate of ice melting. I can measure liquid volume of ice after allowing time for melting. . Explain that we will be learning about volume throughout the day and will use that understanding and the data collected from melting investigation as scaffolding lessons for challenge.~Julie

Integrated Lesson Introduce 4 sets of frozen water
Two investigations will be ongoing throughout the day. Each investigation will have a rectangular prism containing 150 ml of water that has been frozen overnight. Every 10 minutes measure the amount of melting that has occurred. Data will be compiled and analyzed at the end of the day. For time purposes, we are going to introduce this activity in the morning so we can collect the data for this afternoon. ~Julie

Integrated Lesson Set A - Ice melting at room temperature
Every 10 minutes, a group will: pour the melted water into the graduated cylinder and use the marker to mark each measurement. fill out the data sheet. remove centimeter cubes from rectangular prism to match each melted milliliter of water. For time purposes, we are going to introduce this activity in the morning so we can collect the data for this afternoon. ~Julie Assign groups to measure and record each hour and remove a centimeter cube for each milliliter melted SPI Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. Review from Unit 1: GLE Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

Integrated Lesson Set B - Ice melting under the sun (simulated by heat lamp) Every 10 minutes, a group will: -pour the melted water into the graduated cylinder and use the marker to mark each measurement. -fill out the data sheet. -remove centimeter cubes from rectangular prism to match each melted milliliter of water. For time purposes, we are going to introduce this activity in the morning so we can collect the data for this afternoon. ~Julie SPI Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. Review from Unit 1: GLE Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

Standards for Mathematical Practice
Make sense of problems and preserve in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. ~Nicole

Mathematical Practice Standards
Jamie: Becoming math literate requires students to involve these math practices. ~Nicole

Mathematical Practice Standards
Students who are math literate demonstrate these practices. They are grouped together by theme: Gray is ongoing, green is reasoning, pink is modeling, blue is patterns and structure~Nicole

Mathematics Teaching Practices
Establish mathematics goals to focus learning. Implement tasks that promote reasoning and problem solving. Use and connect mathematical representations. Facilitate meaningful mathematical discourse. Pose purposeful questions. Build procedural fluency from conceptual understanding. Support productive struggle in learning mathematics. Elicit and use evidence of student thinking. Match w/ TEAM Model Ask: Why do teachers do these? Explain how these are different from math practices These are what the teacher does to engage students in tasks involving the math practice standards ~Nicole Assign teaching practice by number.

Mathematical Practice Standards Connections to Mathematical Teaching Practices
Each table will receive a mathematical teaching practice. Read and determine how it relates to the student math practices. Tables will share out. After giving directions, advance to slide 19 so they can see both sets of standards. ~Nicole

Mathematical Teaching Practices Mathematical Practice Standards
Establish mathematics goals to focus learning. Implement tasks that promote reasoning and problem solving. Use and connect mathematical representations. Facilitate meaningful mathematical discourse. Pose purposeful questions. Build procedural fluency from conceptual understanding. Support productive struggle in learning mathematics. Elicit and use evidence of student thinking. Make sense of problems and persevere in solving them Attend to precision Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Look for and make use of structure Look for and express regularity in repeated reasoning Have tables fill out on chart paper and share out, give about 10 min. to work.. ~Nicole

Vertical Alignment Using the Completed Vertical Progression Guide– identify the vertical alignment of the targeted standards. Identify the implications across the grade levels. Each table will be given a standard to deconstruct and describe implications. Identify common student misconceptions. All of this will be put on chart paper. The presenter will model the fluency standard. Groups will work together to deconstruct their standard. These will put on chart paper. Groups will either do a gallery walk or share out. ~Nicole

Deconstruction of Standards
5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. What does this standard mean? What will the students need to be able to do? Model the deconstruction of this standard. Model a think aloud and list all the things a student would need to be able to do to master this standard. Do on chart paper. Hang as an example. Have tables share out. ~Nicole Here are the levels of mastery through the Units: fluently know 0-9 facts, use the standard algorithm to multiply, 3x1, 2x2, 3x2, 4x2 ~Nicole

Think Time Why is it important to deconstruct standards?
Have teachers reflect about the importance of deconstructing standards and then share out.

Assessment Questions It is important to know how these standards will be assessed. Viewing the items on MICA will give us the end in mind. ~Nicole

5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the bas e. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. A box in the shape of a right rectangular prism is filled with 72 unit cubes. There are 9 layers of cubes in the box. Use the grid to create a rectangle that shows a possible length and width of the base of the prism. Example of a mica question~Nicole

5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Leo packs 24 cubes into a box. Each cube has a volume of 1 cubic inch. Leo does not leave any gaps between the cubes, and the cubes completely fill the box. Click on all of the possible boxes that Leo could be using. Have you been in MICA? How are you using the site and questions? Have you been on the Curriculum Navigator?

What is the height, in inches, of Will’s box?
5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Kara and Will have two different boxes that are each right rectangular prisms. They have the same volume. What is the height, in inches, of Will’s box? ~Nicole

A company makes toy cars.
5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. A company makes toy cars. Each toy car comes in a package that is 3 inches long, 3 inches wide, and 3 inches tall. The packages of toy cars are shipped in boxes that are 12 inches long, 12 inches wide, and 12 inches tall. How many cars fit inside a shipping box? ~Nicole

A figure is made by joining two rectangular prisms, as shown.
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, applying this technique to solve real world problems. A figure is made by joining two rectangular prisms, as shown. All side lengths shown are in inches. The total volume of the figure is 120 cubic inches. What is the difference, in cubic inches, between the volumes of the two rectangular prisms? A 0 B 2 C 18 D 60 ~Nicole

10 minutes

Centimeter Cube Activity
Clear Target: I can use unit cubes to determine the volume of a rectangular prism. Standard: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying 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 multiplication. Review lesson to connect to unit 3 instruction. ~Julie

Clear Target: I can use unit cubes to determine the volume of a rectangular prism. Mathematical Practices: Use appropriate tools strategically. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standard: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying 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 multiplication.

Count out 18 centimeter cubes. Connect the nine cubes into one column. Repeat process so you have two columns of 9. Discuss with a partner what you know about the model you have created. What math vocabulary can you use to describe this model? Demonstrate building the model and think aloud the process of connecting nine cubes two different times and how it looks like an area model or array and that when you have two columns of nine cubes, it equals 18 cubes.

Now with a partner, build three more models of exactly like the first one. Model building three more models and stack them on top of each other to create a rectangular prism. Think aloud how you can look down at the top and see that it has the same area as your first model, but now that you have four layers you have created a figure with volume. Have students work with a partner to replicate your model. (They will build one together)

Volume – space occupied by a three dimensional object 4 Layers 3 Layers 2 Layers 1 Layer Every time you build a layer, count the number of cubes to get an idea of how many cubes are in the four layers. Explain that these layers of individual cubes show that the rectangular prism has volume – each cube takes up space in the 3D object.

Volume – space occupied by a three dimensional object 18 cubes Height 18 cubes 18 cubes 18 cubes If there are 18 cubes in the first layer and 18 in the 2nd layer, I can infer that there are 18 cubes in the last two layers. So if I add 18 four times I will have 72 cubes total in my rectangular prism. These 72 cubes make up the volume so this volume is measured in cubic units. We measure in cubic units because the rectangular prism has length, width, and height. Ask students how volume is similar/different to area. Width Length = 72 cubic units

How is volume similar to area? How is it different? 18 cubes Height 18 cubes 18 cubes 18 cubes Ask students how volume is similar/different to area. Private think time, then share. Width Length = 72 cubes

With your partner keep one model and take the other set of 72 cubes to create a new base of three rows of eight. How many cubes are in this layer? Leaving the first model intact, model with students making one row of eight and begin the second row. Allow groups to finish first layer.

How many cubes are in the base layer? 24 cubes

Continue to build equal layers. How many more layers can you add?

Have students share with other groups how many layers (height) will be in a cube with volume of 72 cubic centimeters with a length of 8 and width of three.

24 cubes Height 24 cubes 24 cubes Width Ask students how volume is similar/different to area. Length = 72 cubic units

Quickwrite - How can both rectangular prisms have a volume of 72 cubic units? How they similar? How are they different? Have students place both models side by side and write independently the observations. After 1 minute of writing, have the pair discuss what they notice about two rectangular prisms that have the same volume. Using 72 more cubes, create a third model that is different from the other two.

Centimeter Cube Assessment
Jackie and Ron both have 12 centimeter cubes. Jackie builds a tower 6 cubes high and 2 cubes wide. Ron builds one 6 cubes long and 2 cubes wide. Jackie says her structure has the greater volume because it is taller. Ron says that structures have the same volume. Who is correct? Draw a picture to explain how you know. Use grid paper or isometric dot paper if you wish. Standard: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying 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 multiplication.

Brownie Bites Clear Target:
I can determine the volume of a container using inch cubes. Mathematical Practices: 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Look for and make use of structure. 7. Look for and express regularity in repeated reasoning. 5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying 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 multiplication. 5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. ~Nicole

Brownie Bites Materials Pans or containers of various sizes inch cubes
Try to find containers that are measured in whole inches- very hard to do! Also hard to find containers that are actual rectangular prisms without rounded corners.

Brownie Bites You are making 1 cubic inch brownie bites for your class party. You are planning for every person in your class to eat two brownie bites. You need 50 brownie cubes total. Which pan would be the best pan to use, an 8 x 8 x 1 or a 9 x 9 x 1, with the least amount of extras?

Brownie Bites Build with the inch cubes what the volume would be based on the 8 x 8 x 1 pan measurements. Transfer to the pan. Use a ruler to measure the sides across the top from edge to edge and record. Measure the inside of the pan from inner edge to inner edge and record. Have groups turn their pan over and measure the sides of the bottom and record. #1- What do you notice? They don’t all fit! Why not? Did we complete our calculations correctly? Yes! Why won’t they all fit?

Brownie Bites Table Talk: What do you notice?
What influences the measurements of the different areas? How many actual brownie cubes would we get from an 8 x 8 x 1 pan? Is it enough for your class party? Factors: The lip of the top edge, the angle of the sides going in as they meet the bottom of the pan, rounded corners in the pan

Brownie Bites Measure the 9 x 9 x 1 pan in the same way (top edge to edge, top inner edge to inner edge, bottom edge to edge) and record. Calculate the number of brownie cubes you would get from this pan. Record your equation used. This gives you 8x8x1 on the inside, which yields 64 brownies, which will be enough for the class party.

Brownie Bites Closure: Why is it important to think about exact measurements like the baking pans? Why are companies allowed to sell products that are misleading? You think you will get 64 cubic inches of brownies or cake in an 8 x 8 x 1 pan, but you are only getting 49 cubic inches.

Brownie Bites Assessment:
You are given a container that is 3 x 4 x 6 to take cheese cubes with your lunch. Determine how many cheese cubes you should be able to fit into the container. Then measure the inside part of the container to the nearest inch and calculate how many you can actually fit. Again, measure to nearest inch. Have students calculate, if they need to use cubes, they can.

11:00-12:15

Norms Be an active participant Be mindful of air time
Be mindful of sidebar conversations Use technology at appropriate times

Using Technology to Model Area
Need to use Google Chrome- can find using the magnifying glass in the top right corner of your computer screen ~Julie

Using Technology to Model Area
Either Chris or presenter will demo this

Placing Cubes in Partially Filled Boxes
~Julie

Rectangular Prism Nets
~Julie

Postal Packages Clear Targets:
I can determine the volume of a rectangular prism by using a formula. I can determine the volume of a figure made of two rectangular prisms by adding their volumes. Mathematical Practices: 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Look for and make use of structure. 7. Look for and express regularity in repeated reasoning. ~Nicole

Postal Packages Materials: cardboard box for each group tape scissors
inch cubes inch grid chart paper

Postal Packages You are planning to send materials to an area that was affected by an earthquake caused by a transform boundary. You will be helping to send supplies to a school that was ruined and is being rebuilt. As part of your contribution, you would like to send new school supplies and other materials that will be needed to get the school running again. You know that you can send packages through the postal service using flat rate boxes. You can pack as much as you want into the box and pay a flat price, no matter how heavy. Your goal is to pack 3 smaller boxes full of pencils, crayons, and glue sticks inside of your large flat rate box. Set the stage. For the purposes of this training and the large number of participants, we could not get actual flat rate boxes. However, you could probably get them for 5-6 groups in your classroom. They are free, BUT they are not in whole inches. You could do it to the nearest whole inch, leaving room to wrap a layer of bubble wrap around it.

Postal Packages For your large box:
Draw and label the dimensions of your box on your paper. Calculate the volume and record the equation used.

Postal Packages With your partners:
Determine the dimensions of your 3 smaller boxes. *They must all be different sizes.* Record their dimensions on your paper. Calculate the volume of each and record the equation you used. Build each box with your cubes to help you draw the nets. Put the nets together to create your boxes.

Postal Packages Questions to think about and share out:
1. How did you approach this problem? Why did you choose this method? 2. What were the volumes of the 3 smaller boxes? How could you check to make sure the combined volumes of these boxes filled your flat rate box? 3. Did another team with the same box end up with the same dimensions for the smaller boxes? If not, what were the differences? 4. What did you notice about the volumes of the 3 smaller boxes as they relate to the dimensions? # 2- add the volumes of the 3 small boxes and it should equal the volume of the larger box #4- the closer the dimensions are, the larger the volume

Postal Packages Written Response/Assessment:
The flat rate boxes come in the following sizes: 13 x 10 x 4 12 x 10 x 6 9 x 9 x 9 Which box would you choose if you wanted to mail the most school supplies in and why? 9x9x9 because it has the most volume. The side lengths are closest together, thus creating the most space to fill with supplies.

Planning Process for Instructional Task
Why did I decide to find an instructional task for this lesson and these standards? How did I adapt this lesson to fit my instructional needs and the needs of my students? How did I adequately plan my assessing and advancing questions? What am I planning for the next lesson? HOW WELL- not a random task, be very strategic when picking, adapt and use instead of just taking and doing a task. Modify to fit YOUR needs. *This activity was adapted from AIMS activity about suitcases and their combined measurements, not finding volume

VS Differences in Tasks INSTRUCTIONAL TASKS ASSESSMENT TASKS
Similar to discovery learning or inquiry-based learning Used to teach new concepts/build on prior knowledge Must have multiple entry points/solution paths Involves students in math practices Uncovers students’ misconceptions Often referred to PBA or CRA Used to assess what students know Should be objective with fewer solution paths Correct solutions will require one or more math practices Uncovers students’ misconceptions VS

Math Task Model Task Discuss possible solution paths
Write Assessing and Advancing Questions Student that can’t get started Student that finishes early Identify Misconceptions Collaborative planning/prep

Postal Packages Math Task: Your flat rate box has the
dimensions 13 x 6 x 4. You are given a picture of a box of crayons and a box of glue sticks. All side lengths shown are in inches. The total volume of the figures is 240 cubic inches.

Postal Packages What is the volume of each box?
How much space is left over for your box of scissors to fill your flat rate box entirely? Explain how you calculated the space that is left over. What are the dimensions of the box of scissors? Go through the 5 minute independent think time, 5 to 10 minutes share as a group. Have groups put possible misconceptions or mistakes students would make on chart paper. Quick gallery walk. Your flat rate box is 13 x 6 x 4. All side lengths shown are in inches. The total volume of the figures is 240 cubic inches.

Cari’s Aquarium Cari is the lead architect for the city’s new aquarium. All of the tanks in the aquarium will be rectangular prisms where the side lengths are whole numbers. Cari’s first tank is 4 feet wide, 8 feet long and 5 feet high. How many cubic feet of water can her tank hold? Cari knows that a certain species of fish needs at least 240 cubic feet of water in their tank. Create 3 separate tanks that hold exactly 240 cubic feet of water. (Ex: She could design a tank that is 10 feet wide, 4 feet long and 6 feet in height.) In the back of the aquarium, Cari realizes that the ceiling is only 10 feet high. She needs to create a tank that can hold exactly 100 cubic feet of water. Name one way that she could build a tank that is not taller than 10 feet.

Challenge: Every year, our school has field day, but no one wants to drink warm Gatorade. Design a rectangular prism to freeze water in to create the longest lasting ice cube. This ice cube must last a minimum of three hours in the hot sun, even when the lunch box is opened and closed several times during field day. Your rectangular prism cannot have a volume greater than 300 cubic centimeters. Make it from graph paper and include the volume of your rectangular prism using a formula for volume. The class will vote to determine the best two designs and justify why. The best 2 designs will be tested under the heat lamp (sun) to see which lasts the longest. We are introducing the challenge at this point so we can begin collecting data for melting. Tell teachers they could use another challenge, they do not have to do this challenge if they have one already planned that correlates with these activities. ~Julie

Targeted Standards Math Science
5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying 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 multiplication. 5.MD.C.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 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, applying this technique to solve real world problems. 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. GLE Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate. GLE Investigate factors that affect the rate at which various materials freeze, melt, or evaporate. SPI Describe the differences among freezing, melting, and evaporation. SPI Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. Students will need the prerequisite of GLE Conduct experiments on the transfer of heat energy through conduction, convection, and radiation. ~Julie

Integrated Math and Science Lesson
Clear Target: I can determine factors that influence the rate of ice melting. I can measure liquid volume of ice after time for melting. . Explain that we will be learning about volume throughout the day and will use that understanding and the data collected from melting investigation as scaffolding lessons for challenge.

What can affect the rate of evaporation?
6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Set - Building Background While our focus today is on factors that affect the rate of melting, watching this video on evaporation connects to factors which affect rate of melting. While we do not teach surface area in math any longer, it does have an effect on the rate of evaporation, freezing and melting. As you teach, you can expose them to the vocabulary or use “exposed surface”.

What factors influence the rate of melting?
Introduce 4 sets of frozen water Two investigations will be ongoing throughout the day. Each investigation will have a rectangular prism containing 150 ml of water that has been frozen overnight. Every 10 minutes we will measure the amount of melting that has occurred. Data will be compiled and analyzed at the end of the day. Remind participants that we started the integrated lesson at the beginning of the day to gather the data necessary for addressing the standard ~Julie

2 containers with different dimensions
Materials Lunch Box Graduated Cylinder 2 containers with different dimensions Discuss how we only used the heat lamp, but you could also set us a station with the lunch box to add one more layer for comparison. Heat Lamp Water

Liquid Volume vs. Solid Volume
Liquid volume conversion to solid volume Reminder that when we discuss liquid measurement in mililiters it directly correlates to the cubic centimeters we used in the model building with centimeter cubes.

Set A - Ice melting at room temperature Record the data and your observations on your student recording sheet Show data and have students record independently how much water melted for set A

Set B - Ice melting under the sun (simulated by heat lamp) Record the data and your observations on your student recording sheet For time purposes, we are going to introduce this activity in the morning so we can collect the data for this afternoon. ~Julie SPI Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. Review from Unit 1: GLE Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

Lesson Integration Reflection
Discuss in your groups: What would be the perfect scenario for this lesson? (containers made of same material and same volume, with different dimensions) How could this integrated lesson be extended to deepen/review math and science concepts? Other ideas for using volume in relation to freezing, melting and evaporating?

Think About It How can you use this integrated lesson
in your classroom? What is the purpose of applying math to science content?

Reflection How do I plan to share with others my learning of today?
What support do I need to use the instructional resources shared today?

Take with you: 1 baggie cm. cubes 1 tub of in. cubes 1 cardboard box
graduated cylinder Lunchbox CD Tin Prism Tin

Closure Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge. Remember to check out the Wiki Remember to share information with rest of team (Math and Science) Remember to bring back the notebook and vertical progression book for future trainings Team

Fifth Grade – November.

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