Tools 4 NC Teachers



NC.5.MD.5Volume ArgumentDomainMeasurement and DataClusterUnderstand concepts of volume.Standard(s)NC.5.MD.5 Relate volume to the operations of multiplication and addition.Find the volume of a 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 edge lengths.Build understanding of the volume formula for rectangular prism with whole-number edge lengths in the context of solving problems.Find volume for solid figures with one-digit dimensions composed of two non-overlapping rectangular prisms.MaterialsPaper and pencilTaskBennett and Seth are having an argument about the formula for finding the volume of a rectangular prism. Bennett says that to find volume you have to know the length, height, and width of the figure. Seth says that you only need to know the base and height of the figure. Which student do you agree with? Why? Write an expression that shows each boy’s formula for finding volume. Draw a rectangular prism and label it with dimensions. How would Bennett find the volume of this prism? How would Seth find its volume? RubricLevel INot YetLevel IIProgressingLevel IIIMeets ExpectationsStudent is unable to explain why either boy’s strategy is correct. Student needs assistance to calculate the volume of the drawn. Student chooses one boy’s strategy and explains why it is correct, but does not recognize that both volumes are equivalent. Student writes an expression for the selected strategy but not both. Student uses the selected strategy (but not both formulas) to find the volume of the prism they draw. Student recognizes that both boys are correct. Student explains that length times width is the same thing as the area of the base, and this is why Seth’s formula is equivalent to Bennett’s. Student writes both expressions: A = l x w x h and A = b x hStudent draws a rectangular prism and calculates its volume using both formulas (Bennett’s and Seth’s). Standards for Mathematical Practice1. Makes sense and perseveres in solving problems.2. Reasons abstractly and quantitatively.3. Constructs viable arguments and critiques the reasoning of others.4. Models with mathematics.5. Uses appropriate tools strategically.6. Attends to precision.7. Looks for and makes use of structure.8. Looks for and expresses regularity in repeated reasoning. Volume ArgumentBennett and Seth are having an argument about the formula for finding the volume of a rectangular prism. Bennett says that to find volume you have to know the length, height, and width of the figure. Seth says that you only need to know the base and height of the figure. Which student do you agree with? Why? Write an expression that shows each boy’s formula for finding volume. Draw a rectangular prism and label it with dimensions. How would Bennett find the volume of this prism? How would Seth find its volume? ................
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