Kaitlyn McCallin

LESSON TITLE: Volume

GRADE LEVEL: 3

SUBJECT AREA: Math

TIME ALLOCATION: 50 minutes

OBJECTIVES (with active verbs):

After a lesson on the concept and formula of volume, the third grade students will be able to
calculate the volume of a rectangular prism. (Cognitive)
After constructing a rectangular prism out of grid paper, the third grade students will be able to
estimate then calculate the volume using centimeter cubes. (Cognitive and Psychomotor)
STANDARDS:
- SMP2: Reason abstractly and quantitatively.
- SMP4: Model with mathematics.
- SMP5: Use appropriate tools strategically.
- SMP6: Attend to precision.
- 3.MD: Measurement and Data
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and
masses of objects.
3.NF.2
Measure and estimate liquid volumes and masses of objects using standard units. Solve onestep word problems involving masses and volumes that are given in the same units.
BIG IDEA(S): Volume
IDENTIFY ACADEMIC & RELATED CONTENT
LANGUAGE
height of a prism
volume
square inches
square centimeters
cubic centimeters
GROUPING OF STUDENTS & RATIONALE:
Pre-Activity:
- The grouping for this lesson will be whole
class. The students will have to pay
attention to the introduction to volume in
order to understand the activity.
Presentation/Activity:
The grouping for this lesson will be
whole class. The students will have to
pay attention to the introduction to volume
in order to understand the activity.
- Once the direct instruction is over, the
students will be directed to get with a
group and complete the 10-2 activity.

PRIOR KNOWLEDGE NEEDED/(THIS

CAN BE FORMATIVE ASSESSMENT):
- The students need to use their prior
knowledge of measurement and
centimeters. They also need to use
their prior knowledge skills of
cutting, pasting, and assembling
objects.
STUDENT PROFILE
- There are 23 students.
- 13 girls and 10 boys.
- 95.7% of the children are
Caucasian. The remaining student
is an African- American girl.
- The children with special needs
leave to be with a resource teacher
for the entire day.
- There is one student that has a
behavioral 504 plan.

Kaitlyn McCallin
Post-Activity
MODIFICATIONS TO MEET INDIVIDUAL
- There will be an individual assessment,
STUDENT NEEDS:
which will be an exit card the students will
- Proximity will be used for the
receive at the conclusion of the lesson.
student who has a behavioral 504
Closure
plan to ensure that he stays on task
- Partner: The students will be asked to turn
and uses the manipulatives
appropriately.
to their neighbor and tell them the formula
for volume.
MATERIALS:
Math Masters pp 323 and 416
Student Math Journal 2 p 244
Student Reference Book pp 154-155
model of a rectangular prism
cm cubes (10 per child)
tape
scissors
half-sheet of paper
http://www.youtube.com/watch?v=E8tuMaDxgJM
PowerPoint
Blank sheet of paper
INSTRUCTIONAL MODEL(S) & RATIONALE
- The lesson will begin with direct instruction to provide the students with the knowledge
of volume.
- Then, we will do an inquiry activity that allows them to fully understand what volume
measures using hands on experiences.
- Another model that will be used in this lesson is Teaching with Interaction.
- Computer Integration will be another model used, because there will be technology with
a YouTube video on volume.
PROCEDURE AND ACTIVITIES

TIME ALLOCATIONS

1. PRE-ACTIVITY: ADVANCE ORGANIZER/SET

- The students will be asked, How many of you go
swimming in the summer?
- The students will be told that in the winter, many pools
are emptied. The pools need refilled by the water
department once spring is winding down. (The empty
swimming pool picture will be shown)
- Turn to a neighbor and decide what you would have to
do in order to fill the entire pool with the exact amount of
water needed.
- To raise their level of concern, the students will be told
that four groups will be called on to give their ideas and
rationales. This will all be overt participation.

5 minutes

Transition:
- By the end of this lesson, you will be able to list exactly

Kaitlyn McCallin
what you need to fill the pool or any rectangular prism
and how to calculate the volume. The students will be
asked to take out a blank sheet of paper and a pencil.
1. ACTIVITY
- Now we will take a look at this quick video that explains
the concept of volume. During this video, write down a
formula to find the volume and any other interesting facts
that you see.
- The students will watch a YouTube video on volume of a
rectangular prism.

10 minutes

Transition: Now we will flip our papers over and do a couple

examples of our own.
2. ACTIVITY
- The students will follow along as examples are being
down on the PowerPoint. It will be active participation as
they solve the volume problems together.
3. ACTIVITY
- The students will get with a partner and do the 10-2
activity on volume using their workbooks and cm cubes.

10 minutes

20 minutes

3. POST ACTIVITY: The students will receive a notecard at the

end of the lesson. These notecards will have different prisms
with different dimensions. The students will define the term
volume on side of the card, and then solve the problem on the
other side. The students will then turn the notecards in as they
leave the classroom.

5 minutes

Closure: The students will be asked to think of a way to define

volume in one sentence, and then they will be asked to turn their
neighbor and share their sentence. A few students will be asked
to share their sentences to the class. This will be overt
participation.

2 minutes

ASSESSMENT
- The students will receive a notecard at the end of the lesson. These notecards will
have different prisms with different dimensions. The students will define the term
volume on side of the card, and then solve the problem on the other side. The students
will then turn the notecards in as they leave the classroom. This will be a traditional
assessment.