Teachers:

Subject:
Math
Volume

Common Core State Standards:

7.G.B.6. Solve realworld and mathematical problems involving area, volume and surface
area of two and three dimensional objects composed of triangles, quadrilaterals, polygons,
cubes, and right prisms.

Objective (Explicit):

The students will be able to solve real-world and mathematical problems involving volume of
three-dimensional objects composed of quadrilaterals and cubes (rectangular prisms).

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Students will complete an exit ticket that consists of 5 questions.

100% (5 out of 5 correct): Exceeds
80% (4 out of 5 correct): Meets
60% (3 out of 5 correct): Approaches
40% or below(0-2 out of 5 correct): Falls far below
Copies of the exit tickets are provided below.
Student with IEP will only be required to complete the odd number problems of the
exit ticket.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT identify a rectangular prism

SWBAT identify the length, width and height of the prism
SWBAT identify that the volume of specific rectangular prisms is the area of the base
times the height

Key vocabulary:

Materials:

a solid figure where all

sides are rectangles and all sides meet
perpendicular

Notebooks
Pencil
Notes Worksheet
Exit Ticket
Popcorn Bags
Rulers
Calculators

Rectangular Prism:

Volume: the amount of space that a

substance or object occupies, or that is
enclosed within a container, especially
when great.

Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

How
How
How
How

will
will
will
will

you
you
you
you

activate student interest?

connect to past learning?
present the objective in an engaging and student-friendly way?
communicate its importance and make the content relevant to your students?

I will display the PowerPoint and state the standard to the students
I will then state the objective and have the students repeat it back to
me
I will ask students what they already know about volume and
rectangular prisms in order to activate prior knowledge. I will ask
for real-life examples of rectangular prisms. I will ask why finding
the volume of objects would be important.
I will ask students if they know which popcorn bag at the movie
theater gives them the most popcorn. I will explain to them that we
are going to be solving this problem by the end of the lesson.

Teacher Will:

Student Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

I will review the lesson

agenda
I will provide the students
with a fill-in-the-blank
notes worksheet
Say, We just went over
some examples of
rectangular prisms and
where you might see them
in your daily lives. We also
talked a little about volume
what it is and why we
need to know how to find
it. Now we are going to

What will students be doing to actively capture

and process the new material?
How will students be engaged?

Listen quietly as I review the

agenda for the day and raise
their hand to ask any
questions that they may have
about it
Students will put their names
on their notes sheet and
prepare to fill it out.

combine those ideas in

order to practice finding
the volume of rectangular
prisms.
I will display the notes
sheet on the overhead so
that we can complete it
together.
I will first start by telling
the students to turn to
their shoulder partner and
discuss what they
remember about the
volume formula for
rectangular prisms. Say,
Remember how last class
we used blocks to derive a
volume formula for
rectangular prisms? Now I
want you to think back to
that and discuss with your
shoulder partner. After a
couple minutes I will call on
a couple of you to share.
Once a couple people have
shared what they
remember about the
volume formula for
rectangular prisms, we will
continue with notes.
I will provide them with the
definitions of rectangular
prisms and volume.
I will give them the formula
for finding volume (length
X width X height). I will
ask, What do you guys
notice about the first part
of the formula, length X
width? Where have we

Students will turn to their

shoulder partner and discuss
what they remember about
the volume formula. They will
share their thinking if called
on.

Students will fill out their

notes.

Students will tell me that

length X width is how to find
the area of a
square/rectangle. Students
will tell me that area is the
space inside. Students will
make the connection to past
learning.

heard this? Refer back to

your notes on page 58 to
help refresh your memory.
Ill give you a minute to
look for it and discuss with
your group. When you
think you have it, raise
your hand. Say, You
found that length X width
was the same formula we
used for area of a
rectangle. What does area
mean? Area is the space
inside a two-dimensional
object (flat). How does
that definition compare to
the volume one? Now that
we are working with threedimensional objects such
as the rectangular prism,
we have to take that area
of the base and multiple it
by the height of the object
to find out how much space
is inside of it. I will point
out that the volume of a
rectangular prism is just
the area of the base times
the height.
We will continue with
notes. I will then do an
example of finding the
volume of a rectangular
prism. I will use a think
aloud strategy as I
complete the problem.
I will relate the material to
their real lives by
measuring a small size bag
of popcorn and figuring out

Students will follow along with

my examples on their notes
sheet. They will record the
measurements of the popcorn
bag and the total volume in
their notes.

how much popcorn it can

hold. Say, We found that
the small bag hold can hold
this amount of popcorn. Do
we think that the medium
is going to hold more or
less than that? Think about
it. You guys will be
measuring the medium size
after a few more examples.
(Recording results in the
notes)
Co-Teaching Strategy

One teach/One observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Guided Practice

Students will be given a fill-in-the-blank notes sheet. This sheet is

originally for the students who have trouble reading their own
handwriting or keeping up with notes, but it is given to all students
because they can all benefit from it.
During discussion with shoulder partners, tables 2, 3 and 4 will
struggle to stay on topic. I will make sure to circulate around these
tables to ensure their discussions are on topic and productive. I will
offer some guiding questions if they are off topic in order to get
them focused back in.

Teacher Will:

How will you ensure that all students have

multiple opportunities to practice new
content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this
practice?

Student Will:

How will students practice all knowledge/skills

required of the objective, with your support,
such that they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align to
independent practice?

We will create steps for solving

the problem on the board as a
class so that they can refer to it
when working with their group
and on their own later on in the
lesson. (Write the formula, fill in
what they know, solve the
equation, cube the answer.)
I will provide the students with
the missing measurements of the
next couple rectangular prisms.
Say Now that you have seen me
complete a few examples, I want
you to try a couple with your
group.
I will set up behavioral
expectations by saying, I want
all of you to be on task and
working on the problem at hand.
If you are struggling, feel free to
ask your partner questions about
the process. I do not want to
hear answers be given, but
instead productive conversations
about HOW you came to your
answer.
I will set up learning
expectations by saying I have
demonstrated the amount of
work that I want to see for each
problem. You should be writing
the formula, filling in the known
measurements and then solving,
just like the steps on the board
that we created. Make sure to
start with the formula because
the more you practice it, the
more likely you are to remember
it. If your shoulder partner or
your group is unable to answer
your question, raise your hand I
will help you. I want you to try
to your best with solving it with
your peers, though. You can use
the strategies we have practiced
by setting the problem up step

Students will assist in creating the

classroom steps for solving the
volume problems.

Students will fill in the missing

measurements in their notes.

Students will quietly listen to the

behavioral and learning
expectations set for them.

Students will complete the problems

by step. Doing this will help you

better your problem solving
skills.
I will be walking around to check
their progress. I will be checking
for understanding by observing if
they are able to complete the
problem and/or assisting others
or if they are not able to attempt
the problem. If I see that most
students are struggling, I will do
another example with them so
that they have the opportunity
to practice the skill more before
being on their own.
After enough time has been
given for the students to
complete the examples, we will
go over the answers. I will ask
the students if they have any
questions.
I will then give each partner pair
a medium sized popcorn bag to
measure.

in their notes. They will work with

their shoulder partner and/or group.

Students will compare their answers

to mine and make any corrections as
needed. They will ask any questions
that they may have.
Students will measure the popcorn
bag with a ruler and record their
measurements in their notes. They
will then work together to find the
volume and record this in their
notes as well.

We will go over the

measurements and volume as a
class.

Co-Teaching Strategy
One Teach/ One observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Certain students work better when they complete the problems on

their own and then check with their group at the end. While
circulating, I will make sure that they are on track with the rest of
the class. If they finish early, I will encourage them to create their

Independent Practice

own rectangular prisms to find the volume of in order to challenge

them.
Teacher Will:

How will you plan to coach and correct during

this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model academic
and behavioral expectations?
Did you provide enough detail so that another
person could facilitate the practice?

Student Will:

Say, Now that you have

had the practice with
finding the volume of
rectangular prisms with
me and your group
members, I want you to
complete some on your
own. I want to see what
you can do. Be sure to
refer back to the process
and follow it step by step.
I will provide the students
with the last missing
measurements.
I will give them time to
solve the problems
individually. Say, I will
give you the next few
minutes to solve these two
problems on your own.
After that time I will
display my answers so that
you can ask any last
minute questions you may
have about finding the
volume of rectangular
prisms.
After they have had time
to solve the problems, I
will display my work so
that the students can
check their work and make
corrections as needed.
I will pass out a large
popcorn bag to each

How will students independently practice the

knowledge and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide
their own learning?
How are you supporting students giving feedback to
one another?

Students will fill in the

missing measurements

Students will complete the

last two examples on their
own.

They will compare their

answers to mine and make
any corrections as needed.

On their own, students will

find the length, width and
height of the large popcorn
bag as well as finding the
volume. They will record their

student so that they can

practice measuring the
length, width and height
and finding the volume of
a real object.

answers in their notes.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One teach/One observe

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

If students continue to struggle and are unable to complete the

examples on their own, I will complete more teacher guided
examples with them during the exit ticket time, either in a small
group or one-on-one.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

We will discuss the results of the popcorn measurements. We

will refer back to their guesses at the beginning of the lesson
about which popcorn bag holds the most popcorn. I will point
out to them that even though they may not find the actual
volume for objects, they are still using the idea of volume to
make decisions. For example, if they are really hungry at the
movie theaters then they will probably order a large popcorn
because they know that it holds the most popcorn (has the
largest volume).
I will refer back to the standard and the objective. I will have
the students discuss with their group how we have achieved
that goal and why what we did is important (how can they use
it in their real lives?). I will give them time to discuss and then
call on some students to share out.
I will ask the students to read the objective as a class and
change it into an I Can statement. We will read it aloud.
I will pass out the exit ticket and explain that they are to
complete it on their own to the best of their ability. They will

be instructed to turn it into their group folders when finished.

Name: ______________ Date: _______

Period: _____

Name: _____________ Date: _______

Period: _____

EXIT TICKET

EXIT TICKET

Find the volume of the rectangular

prisms. Please show all of your work.

Find the volume of the rectangular

prisms. Please show all of your work.

1.

1.

2.

2.

3.
3.

4.
4.

5. How can you find the volume of

a rectangular prism?

5. How can you find the volume of

a rectangular prism?

Name: ________________
_______ Period: _____

Date:

Name: ________________
_______ Period: _____

Date:

EXIT TICKET

EXIT TICKET

Find the volume of the rectangular

prisms. Please show all of your work.

Find the volume of the rectangular

prisms. Please show all of your work.

1.

1.

2.

2.

3.

3.

4.

4.

5. How can you find the volume of

5. How can you find the volume of

a rectangular prism?

a rectangular prism?