ALEX Resources

   View Standards     Standard(s): [MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

[MA2015] (5) 20 :

20 ) Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5-MD3]

a. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. [5-MD3a]

b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. [5-MD3b]

[SC2015] (5) 5 :

5 ) Construct explanations from observations to determine how the density of an object affects whether the object sinks or floats when placed in a liquid.

Students will develop an understanding of volume and density by analyzing, calculating, and measuring a gummy bear. The students will determine the cause and effect of a water-soaked gummy bear. Students will measure water and gummy bear with accuracy, record data, and communicate their results.

This lesson results from collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [MA2019] (5) 18 :

18. Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

a. Pack a solid figure without gaps or overlaps using n unit cubes to demonstrate volume as n cubic units.

[MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

This activity is a hands-on inquiry math lesson where students are asked to prove how many sugar cubes are in a box.  They will measure the volume of a rectangular prism by counting non-standard units and make a connection to multiplying the three edge lengths in the standard formula.

   View Standards     Standard(s): [MA2019] (5) 18 :

18. Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

a. Pack a solid figure without gaps or overlaps using n unit cubes to demonstrate volume as n cubic units.

[MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

This activity is a performance task where students design a locker with a specific volume.  They must create two different rectangular prisms with the same volume and record the length, width, and height of each one.  They must also choose which dimensions are the most appropriate for a locker and use reasoning to support their choice.

   View Standards     Standard(s): [MA2019] (5) 18 :

18. Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

a. Pack a solid figure without gaps or overlaps using n unit cubes to demonstrate volume as n cubic units.

[MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

This activity introduces students to volume by encouraging them to consider how to measure solids in three dimensions.  Students are presented with multiple arrays and must count objects to measure volume using a non-standard unit.  Students are asked to explain their thinking and engage in mathematical conversations with their peers.

   View Standards     Standard(s): [MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

[MA2019] ACC-7 (7) 41 :

41. Use formulas to calculate the volumes of three-dimensional figures to solve real-world problems. [Grade 8, 30]

[MA2019] REG-8 (8) 30 :

30. Use formulas to calculate the volumes of three-dimensional figures (cylinders, cones, and spheres) to solve real-world problems.

Volume is the measure of how much space there is within a three-dimensional object (one with length, width, and height). Watch the video for an explanation of the formula for volume.

   View Standards     Standard(s): [MA2019] (5) 18 :

18. Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

a. Pack a solid figure without gaps or overlaps using n unit cubes to demonstrate volume as n cubic units.

[MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

In this unit plan, students will:

• use multiplication to calculate volume.
• use multiplication to connect volume as packing with volume as filling.
• find the total volume of solid figures composed of two non-overlapping rectangular prisms.
• solve word problems involving the volume of rectangular prisms with whole number edge lengths.
• apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters.
• apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters.

   View Standards     Standard(s): [MA2019] (5) 9 :

9. Model and solve real-word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers.

Example: Recognize an incorrect result ²/₅+ ¹/₂= ³/₇ by observing that ³/₇ < ¹/₂.

[MA2019] (5) 11 :

11. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

a. Model and interpret a fraction as division of the numerator by the denominator (^a/_b= a ÷ b)

b. Use visual fraction models, drawings, or equations to represent word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers

[MA2019] (5) 14 :

14. Model and solve real-world problems involving multiplication of fractions and mixed numbers using visual fraction models, drawings, or equations to represent the problem.

[MA2019] (5) 15 :

15. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions and illustrate using visual fraction models, drawings, and equations to represent the problem.

b. Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

c. Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.

[MA2019] (5) 17 :

17. Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real-world problems.

[MA2019] (5) 19 :

19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base.

b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems.

[MA2019] (5) 20 :

20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

Module 6, Topic E provides an opportunity for students to encounter complex, multi-step problems requiring the application of the concepts and skills mastered throughout the Grade 5 curriculum. Students use all four operations with both whole and fractional numbers in varied contexts. The problems in Topic E are designed to be non-routine problems that require students to persevere to solve them.  

While wrestling with complexity is an important part of Topic E, the true strength of this topic is derived from the time allocated for students to construct arguments and critique the reasoning of their classmates. After students have been given adequate time to ponder and solve the problems, two lessons are devoted to the sharing of approaches and solutions. Students partner to justify their conclusions, communicate them to others, and respond to the arguments of their peers.