TITLE: How Does Your Box Measure Up?

CONTENT AREAS (What areas of mathematics does this lesson cover?): Understanding the concept of volume and surface area.

GRADE LEVEL: 6 th grade

MATERIALS NEEDED: Handout, one box per 3-4 students, one ruler or tape measure, a few pieces of square candy (Starbursts)

KEY CONCEPTS: Estimation and measurement of surface area and volume.

EALR'S and GLE'S (Make the connections clear and specific)

EALR—

1.2. Understand and apply concepts and procedures from measurement. Understand the concepts of and the relationships among perimeter, area, and volume and how changes in one dimension affect perimeter, area, and/or volume.

GLE

1.2.1 Understand the concepts of volume and extend the concept of area to surface area of rectangular prisms. W

· Represent the volume for given rectangular prisms using pictures or models. [CU]

· Describe and provide examples for surface area measurement (e.g., gift wrapping, painting a room, amount of material needed to build a box). [MC]

· Explain and give examples of how the area and surface area are related (e.g., surface area is the sums of the areas of all the sides of a rectangular prism). [CU, MC]

· Describe and compare the use of area and volume (e.g., covering and filling). [CU]

Learning Goals: (What do you expect students to learn and be able to do from this lesson.)
Students should be able to measure the volume and surface area of a rectangular box.

PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)

• Introduction/Preassessment: Show class different boxes. Discuss their purposes and mathematical attributes. Ask students what types of attributes a manufacturing plant might be concerned about and why. Check students recall on geometric terminology and formulas from previous lesson. Volume = (length) x (width) x (height). Area = (base) x (height)

• Activity: Divide students into groups of 3 or 4. Give groups worksheets (one per student) and box (one per group). Students first will estimate the volume and surface area of box. Students then measure with ruler to find volume of box and surface area. Students also measure volume of candy. Students measure how volume of air in box changes with addition of candy. I will monitor groups and evaluate students understanding of volume and surface area.

• Closure: Groups will reconvene and discuss the variances in volume. Discuss why a manufacturer would care about volume.
  

Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text.

1.race/ethnicity: Boxes should be reflective of different cultures and ethnicity.

2.language: I will make sure the language and terms used are understood by all. If I have ELL’s I will make sure tutors are available to help them understand the lesson.

3.gender: Call on equal number of girls as boys. Be aware of “dominant” voices.

4.class: Show sensitivity to class issues that may arise when discussing manufacturing.

POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)

I will note students understanding of volume and surface area as they work in groups. Also, assessment will be made from worksheets handed in.

TEACHER REFLECTION (What went well, what would you do differently?)