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Rationale: It is important to make a distinction between perimeter, area and volume. This lesson is designed to introduce volume to things actually in their classroom, applying it to their
own lives. This lesson can also lead into the fact that although some objects may be longer or wider than others, they can
still hold the same amount of material, despite their difference dimensions. “Recognizing shapes in the environment.”(Van
De Walle, 383).
Standards: Math Standards #3, key idea # 5 Geometry and measurement. F.
Explore a three dimensional figure to begin the understanding of volume. Science
standards 4 The living environment, #7 Human decisions and activities have had a profound impact on the physical and living
environment. Students give examples of how inventions and innovations have changed
the environment; describe benefits and burdens of those changes.
Materials: Each student shall have the following: Paper, pencils, and a ruler
Anticipatory Set: I will tell the class we will be using a new formula
today, volume. As I write the formula on the board, I will explain to the class how to use it.
I will then ask the class to take out their rulers and measure their desks.
Objectives:
1. The student
will be able to demonstrate the formula for volume of a rectangle by measuring and calculating the volume of their desk.
2. The student will be able to explain how their desk changes the classroom environment by writing a brief
paragraph about how their desk effects the environment and how the environment would be different if their desk wasn’t
there.
Purpose: The purpose of this lesson is to help students understand
the basic concept of volume and how to calculate it. I will explain to them why a volume formula would be used.
Input: Basic formula for the volume of a rectangle: VOLUME= LENGTH
x WIDTH x HEIGHT, each student will receive a sheet of lined paper, pencil, and ruler.
Model: After a quick explanation of the volume formula, I will demonstrate the measuring activity by measuring
my own desk and showing how to measure the desk and where to insert the information into the formula.
Activity:
1. For this lesson, I will
first explain to the class that we will be learning a new formula today, volume. As I write out the formula on the board,
I will define what formula is and what it can be used for.
2. Next, I will explain how
to use the formula by measuring my own desk and doing an example problem on the board prompting the class with guiding questions
along the way.
3. Then, I will tell the
class it is their turn, and to use their own rulers to measure their own desks and record their own measurements.
4. Then each child will calculate
the volume of his or her desk.
5. Then I will
ask the class why they think it is important to know the volume of their desk? What if the volume of their desk was too small
to fit their textbook? Why do they think desks are important? After listening to oral responses from the questions, I will
have students write a short paragraph on why they think desks are important and how they think the classroom would be different
if they didn’t have any desks.
Check Understanding: To check for understanding, I will have each student hand in their calculations and written
paragraphs. I will also listen to oral responses to questions.
Guided Practice: For the guided practice, I will do a demonstration of the activity and volume formula. I will
ask questions throughout the demonstration to check for comprehension.
Evaluate/Closure: At the end of the lesson, I will have to students
demonstrate their knowledge by using the formula correctly. I will also have them write a brief paragraph on how desks effect
their classroom environment.
Independent Practice: After teacher modeling, each student will measure and calculate the volume of their own
desk.
