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#### Learning Objectives

Students will be able to use the formula V = l × w × h to find the volume of rectangular prisms in real world situations.

#### Introduction

*(5 minutes)*

- Show your students a hundred flat base-ten block, have them turn and tell a neighbor what kind of math problem a math tool like this might help solve.
- Have students share out ideas to the whole class and note related academic math language used.

**Beginning:**

- Allow them to use their home language (L1) or new language (L2) in their discussions.
- Provide visual representations or allow them to draw visuals during their descriptions of how to use the base-ten blocks.

**Intermediate:**

- Write the academic language they use on the board for students to refer to throughout the lesson.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Explain that the 100’s flat is a tool students will use to investigate
**volume**, or the measured amount of space something occupies. - Explain that volume is expressed by the formula:
**Volume = length x width x height**; the product is described as cubed units. - Hold up a small one unit cube to use as a model to define the dimensions length, width, and height. Explain that
**length**is the side-to-side distance when the object is facing you,**width**is the depth of an object from front-to-back, and**height**is the top-to-bottom measurement of the object. - Explain that the cube is considered one cubed unit: a unit times a unit is squared as shown by the exponent in unit² (used to measure two dimensional shapes) and a unit times a unit times a unit is cubed as expressed by unit³(used to measure three dimensional shapes).
- Play the Volume of a Cube video for your students.

**Beginning:**

- Give students vocabulary cards and allow them to draw visuals for the new terms.
- Provide key terms the students should listen to while they listen for in the video: length, volume, width, multiply, third power, side
- Challenge them to restate one fact from the video, or repeat the key information from the video.

**Intermediate:**

- Provide vocabulary cards for the key terms and ask students to rephrase the definitions as they go.
- Give students a transcript of the video so they can follow along with the video as they listen to it.
- Ask students to summarize what they saw in the video.

#### Guided Practice

*(5 minutes)*

- Show your class a ten unit stick and ask, "What’s the volume of this stick? How many cubed units make up this stick?"
- Allow students to see the grooves on the item, counting 10 units and show how it’s volume is 10 cubed units. Encourage them to confirm their answer using the volume formula
**V = l x w x h**. Answer any clarifying questions after they've shared their answers. - Hand out and preview the Volume Stacks worksheet to the whole class. Do the first exercise together and answer any clarifying questions.

**Beginning:**

- Have them work with sympathetic partners that can understand their L1.
- Encourage them to use the vocabulary cards for assistance in their discussions.
- Have them restate key information students shared during their explanations.

**Intermediate:**

- Challenge them to explain their process in finding the volume of the rod.

#### Independent working time

*(15 minutes)*

- Have your students complete the remaining exercises independently.

**Beginning:**

- Allow students to complete the questions independently and then share their answers with partners. Allow them to adjust their answers as necessary, but encourage them to share their rationale.

**Intermediate:**

- Have them review their answers with other students and explain their process.

#### Differentiation

**Support:**

- Students can use base-ten blocks to construct models of the figures on the Volume and Stacks worksheet.

**Enrichment:**

- Students can build their own version of the Stacks Biscuit Bakery box using base-ten blocks and make a poster explaining the volume using pictures, numbers, and words.

#### Assessment

*(5 minutes)*

- During independent work time, check in with students by asking them to explain as they think through an exercise item. Tease out academic language with probing and leading questions.
- Project a problem from the Volume of a Rectangular Prism exercise and ask students to answer the question on the back of their worksheet.

**Beginning:**

- Read the problem for them and ask them to solve it on their own.
- Have them explain their answer in their L1 or L2.

**Intermediate:**

- Encourage them to explain their answer once they've solved it.

#### Review and closing

*(10 minutes)*

- Highlight one of the exercises from the Volume Stacks worksheet by having a student or group read and explain their problem solving process. Allow students to assist if someone gets stuck.
- Ask students to share any alternative strategies used to solve the same problem.
- As an exit ticket, have your students sketch an answer to the Connections question.

**Beginning:**

- Allow them to share their explanations with their partners before sharing with the whole class.

**Intermediate:**

- Have them restate a student's explanation and then add onto it.