| Activity Outcome | Counting cubes and layers of cubes as a measure of volume. (3D Shape) |
| MTS Set | MTS6
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| NATIONAL Curriculum | Using Units of Measurement |
| Topics | Measurement Relationships
Understand Units
Volume and Capacity
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| Keywords | Volume and Capacity, 3D Shape |
| Grouping | Whole class, independent and small group. |
| Resources | Fifty 1 cm or 2 cm cubes per student. Copy the activity on an overhead sheet, an overhead projector. |
| Lesson Notes | - Direct students to Model (a) on the overhead sheet and ask: Can you see every cube in this model? How long is the model? How wide is the model? How high is the model? How many cubes will you need to build the model? What is the volume of the model? Direct students build the model and record the number of cubes and the volume.
- Direct students to Model (b) and ask: Can you see every cube in this model? How long is the model? How wide is the model? How high is the model? How many cubes will you need to build the model? What is the volume of the model? Is this model going to be bigger than the first model? Why do you think that? Direct students build the model and record the number of cubes and the volume.
- Direct students to independently complete the remaining tasks.
- Place students into small groups and ask: (Reflection) Have you all recorded the same volume for each model?
- Provide the opportunity for students to share responses.
- Direct students to Model (a) in Activity 2 and ask: How many cubes in the top layer of the model? How many cubes in each layer? Record this number in Step 1. What happens when you multiply the number of blocks in one layer (20) by the number of layers?
- Ask: Do we get the same number of cubes in the model if we count them one by one? Can we use this idea to find the volume of cubes in the next model? How many cubes in the end layer of the model? How many cubes in each layer? Record this number in Step 1. What happens when you multiply the number of blocks in one layer (16) by the number of layers?
- Do we get the same number of cubes in the model if we count them one by one?
- Direct students to independently complete the remaining tasks.
- Place students into small groups and ask: (Reflection) Have you all recorded the same volume for each model?
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| Reflections | See Lesson Notes |
| Internet Links | |
| Answers | Not applicable |
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