Problem Based Lesson Plan

1. Subject(s): Elementary Mathematics

2. Topic or Unit of Study: Finding the Volume of a rectangular prism
3. Grade/Level: 5th Grade
4. Time Allotment: 1 Hour 30 minutes

Common Core Math

Standard ● 5.MD.3Relate volume to the operations of multiplication and
addition and solve real-world and mathematical problems
involving volume.
● 5.MD.4 Measure volumes by counting unit cubes, using cubic
cm, cubic in, cubic ft, and improvised units.
● 5.MD.5 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.

Student Objectives Student Objective:

SWBAT find the volume of a rectangular prism using manipulatives
online through https://toytheater.com/cube/
SWBAT apply what they have learned to a real world problem
“Measuring Volume, Moving Day”

Authentic Task/ Real Authentic Task/ Real World Problem:

World Problem
In this lesson students will practice working with manipulatives online in
order to find the volume of rectangular prisms. Students will write the
equation for the prism and solve to find the volume. The teacher will use
PearDeck, an interactive presentation tool, to guide students through the
 lesson, followed by independent practice where students will interact
with manipulates independently using https://toytheater.com/cube/
Finally, students with work in groups to solve a real world moving
problem
Materials Needed Materials Needed:
1. Instructional Materials: PearDeck, https://toytheater.com/cube/,
Worksheet, students will need their Chromebooks, Moving Day
worksheet

Resources:

● Students will use their Chromebooks to log onto the teacher

PearDeck Presentation
● Students will need their Chromebooks to log onto Toy Theater in
order to work with online manipulatives
● Students will also need a Moving Problem worksheet
● https://www.peardeck.com/
● Moving Day worksheet
Activate Prior Activate Prior Knowledge: (Using PearDeck)
Knowledge
o Tell students that they will be continuing there lesson on
Volume
o Students will be following along with the PeaDeck
presentation on their Chromebooks
o The first slide will show a picture of different prisms and
I will ask the students what they Notice and What they
wonder about the Prisms
o Students will each respond individually on their
chromeBooks directly onto the presentation
o Teacher will call on a few students to share their
strategies

Check for Check for Understanding:

Understanding o The teacher will be checking for understanding
throughout the presentation
o Each individual students answer will be displayed on the
teachers presentation (only the teacher can see each
students answers)
o This will allow the teacher to check for student
understanding
o The teacher will check for understanding by visiting each
group during collaboration time

Establishing Clear Establishing Clear Expectations:

Expectations o The teacher will establish clear expectations by pointing to the
classroom rules posted on the wall
o The teacher will call on a few students to read the expectations
o The teacher will remind the students of the consequences if the
rules aren’t followed
o The teacher will call on a few students to remind everyone of the
reward if the rules are followed

Students Engaging the Students Engaging the Task/ Documenting Mathematical Thinking:
Task/ Documenting 1. Before Problem Solving: Plan how you will introduce the problem.
Mathematical Thinking This includes deciding which pieces of information you will give students
and which you will let them discover on their own.

 The Information the teacher will give:

 The teacher will review the movers worksheet with the students
 The teacher will say, “You got a job at Mega Movers and it is
your first day on the job. The family has asked you to move them
out of their old house and into their new house…” The truck has
a volume of 850 cubic ft.…
 The second part of the problem is to find out if items from the
kids bedroom will fit into the boxes provided

 The Information the students will have to discover:

2. During Problem-Solving: Plan the hints or scaffolding you will
provide for students who struggle.
 The students will have to figure out if the truck that is 17 feet
long, 7 feet wide, and 7 feet tall be able to hold all their items?
 Fill in the chart on the worksheet provided to find out which
boxes would fit each item?

Plan the extensions you will provide for students who succeed quickly.
3. Lesson: After Problem Solving:
 Students will share their results with the class
 Students will share their strategies for solving the problem
Support Provided Support Provided:
 If students finish early, the teacher will ask them to collaborate
on a poster board writing down strategies they used to solve the
problem
 The teacher will also walk around the class engaging with the
various groups
 The teacher will ask questions to the student to check for thinking
and understanding

Extension Opportunities Extension Opportunities:

 The extension opportunities for this class are, measurement, word
problems, multiplication, addition, recognizing volume and
concepts of volume, relate volume to operations of
multiplication, counting unit cubes.

Building Mathematical Building Mathematical Community/Opportunity to Hear Student

Community/Opportunit Learning:
y to Hear Student o To build community the teacher will, add the student strategies
Learning and ideas to our classroom resource book
o To hear the students, the teacher will listen to how each group
solved the problem
Student Assessment/Exit Student Assessment/Exit Ticket:
Ticket
Formative Assessment: Formative assessments will be done throughout
the PearDeck presentation. Students will be provided questions
throughout the guided practice via the PearDeck. Each question will be
shown via the presentation on each individual student's Chromebook,
and because it is so interactive the students will solve the questions on
the presentation in real time. This will allow the teacher to see how each
student is answering the questions and therefore see who is getting it
and who isn’t. In addition, the teacher will check for understanding by
listening to the groups various strategies and presentations

Scaffolds for EL, Gate, Scaffolds for EL, Gate, and SPED Students:
and SPED Students
Gifted: When finished with their worksheet they can walk around the
classroom assisting other partners who might need help or have
questions. Students can collaborate with other students to talk about their
strategies for finding volume.
 ELS: The teacher will provide these students with a glossary of words
for math terms. The teacher will provide color coded visuals and
examples of math terms in her presentation. The teacher will also have
math terms displayed in the classroom for ELS and other students to
reference.The interactive presentation will be engaging and provide
visuals for the student(s).

SPED: The teacher will provide color coded visuals and examples of
math terms in her presentation. Depending on the need of the student(s)
and what is outlined in the student(s) IEP, the teacher will modify the
work, give the student extra time, allow the student to draw out answers
or use a device to answer the questions. The interactive presentation will
be engaging and provide visuals for the student(s).

Reflection

The relevance of the virtual manipulatives I chose to the California State Standards relates

specifically to Standard 5.4, which states, “Measure volumes by counting unit cubes, using cubic

cm, cubic in, cubic ft., and improvised units.” Using the virtual cubes allows students to practice

building units in order to calculate the volume of a 3D rectangular prism. Students are getting an

understanding of how one cubic unit of volume can be used to measure volume and are seeing a

visual representation of such a model through the online platform. In addition, students are

seeing a visual representation of V= l x w x h and V= b x h. Finally, students are implementing

Standard 5.5 which states, “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.”
Again, by using the online manipulative students can visually practice finding the volume of a

right rectangular prism by packing it with unit cubes. Finally, by practicing the movers

worksheet students are learning how to apply math to the real world.

In addition, by using manipulatives student understanding is enhanced because it is more

stimulating and engaging. With use of virtual manipulatives students are able to see a visual, and

experience hands-on learning through the platform. Students are also able to break the units,

color code them and add to them. Students are able to create various shapes and learn from each

other in the collaborative table partner practice. In addition, the PeaDeck presentation also gives

students a more engaging way for them to visually see what they are learning. It also gives those

students that might need more visuals and examples a chance all while still keeping the gifted

and more advanced learners engaged because of the implementation of technology both with the

use of manipulatives and the interactive PearDeck presentation.