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Volume of rectangular prisms - Measurement and Geometry

Author:James Brown, David Wees, Erin

K-10 Mathematics Stage 3 - Measurement and Geometry: Volume and Capacity

Lesson objective: Students will identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems (MA3-11MG) Volume of rectangular prism = number of cubes in one layer × number of layers Hello and good morning everyone! We will be working towards this learning objective by using CPA Framework into the following activities. Warm up - whole class discussion - Concrete : Stack blocks, designs, using assorted size + shape containers and grid paper. - Pictorial / Representative : Geogebra activity and video. - Abstract : Geogebra activity and share with fellow students via closed group settings.

Warm up

To start the lesson, engage students in a class discussion about their knowledge of measurement and geometry, making certain they understand the basic concepts from previous lessons. Introduce the lesson by playing the YouTube video, asking questions, building interest and review levels of understanding the concepts. Whole class discussion: View the Volume Song and answer the questions

YouTube: Volume Song

Name the different objects used as examples of measurement in the video?

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How many dimensions does a cubic unit have?

Tick all that apply
  • A
  • B
  • C
Check my answer (3)

What are the dimensions called?

Tick all that apply
  • A
  • B
  • C
  • D
  • E
Check my answer (3)

Stage 1: Concrete - Hands on activity

Group setting: In this section, students will construction rectangular prisms, designs and physically use plastic containers. Students work in groups, counting blocks and constructing rectangular prisms with the same volume. Also, students are encouraged to place blocks into the containers and copy designs using the correct amount of blocks. If students feel confident, transfer the designs onto grid paper. Count-by-one Count-by-groups

How many blocks did it take to fill each of the plastic containers? How many layers did each container have?

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Using the image above

How many blocks were used to build the front layer?

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How many layers in the prism?

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How many blocks were used to build the whole prism?

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How many rectangular or square prisms can you make using 18 cubes? Use the graph paper to show your answers

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Stage 2: Pictorial - Visual

Group setting: Moving toward the pictorial stage, students are encouraged to view a YouTube video and complete the GeoGebra activity. An incorporation of ICT is added to this stage to compliment and help the students understand Geometric components.

Decomposing rectangular prisms

GeoGebra activity

Manipulate this rectangular prism.

If C represents the length of the prism and A represents the height, what does B represent?

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Adjust the size of this prism to make A =4 , B = 4 and C =3. What is the volume of this prism? Multiplication: Find the number of cubes in one layer then multiply by the number of layers. What is the volume in cubic centimeters and cubic metres? 1. 2.

Can you make a square prism from 18 centimetre cubes? If so, how many layers will you have?

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Can you make a cube using 18 centimetre cubes? If so, how many layers will you have?

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Stage 3: Abstract

Individual/group/school/global The abstract part occurs when the students have a sound knowledge of the first two stages. - Complete the walkthrough activities - Complete the HOTmaths scorcher section. 1. Email results to teacher 2. Share results with other students in class (GeoGebra) 3. View recorded results on HOTmaths screen

Hotmaths Scorcher

Assessment Options

- Observe and circulate around the room during the activities. - Ask open ended questions throughout the lesson and observe responses. - Record scores gathered from HOTmaths and Geogebra

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