All Kinds of Prisms
10 min
Narrative
This Warm-up prompts students to compare four images. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology to talk about the characteristics of the items in comparison to one another. During the Activity Synthesis, ask students to explain the meanings of any terms they use, such as: volume, base, height, length, and width.
Launch
- Groups of 2
- Display the image.
- “Pick 3 figures that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because they are rectangular prisms.
A, B, and D go together because their heights can be determined.
A, C, and D go together because they show individual cubes.
B, C, and D go together because they are taller than they are wide or long.
Activity Synthesis (Teacher Notes)
- “Which figure does not have enough information to find the volume? What questions might you ask to get the needed information?” (Figure C. How tall is it? Is it as tall as Figure D? How many 6×5 layers are needed to fill it?)
- “Today we’ll use a diagram like this one, but it will include all the needed information.”
Standards
Addressing
- 5.MD.3·Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- 5.MD.C.3·Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
All Kinds of Prisms
10 min
Narrative
This Warm-up prompts students to compare four images. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology to talk about the characteristics of the items in comparison to one another. During the Activity Synthesis, ask students to explain the meanings of any terms they use, such as: volume, base, height, length, and width.
Launch
- Groups of 2
- Display the image.
- “Pick 3 figures that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because they are rectangular prisms.
A, B, and D go together because their heights can be determined.
A, C, and D go together because they show individual cubes.
B, C, and D go together because they are taller than they are wide or long.
Activity Synthesis (Teacher Notes)
- “Which figure does not have enough information to find the volume? What questions might you ask to get the needed information?” (Figure C. How tall is it? Is it as tall as Figure D? How many 6×5 layers are needed to fill it?)
- “Today we’ll use a diagram like this one, but it will include all the needed information.”
Standards
Addressing
- 5.MD.3·Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
- 5.MD.C.3·Recognize volume as an attribute of solid figures and understand concepts of volume measurement.