| Activity Outcome | Measuring and calculating volume of rectangular prisms. (3D Shape) |
| MTS Set | MTS7
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| NATIONAL Curriculum | Using Units of Measurement |
| Topics | Convert Units
Formulas
Measurement Problems
Direct Measure
Measurement Relationships
Understand Units
Volume and Capacity
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| Keywords | Volume Formula, Volume and Capacity |
| Grouping | Learning pairs. |
| Resources | House brick, paving brick, dictionary, desk tray, tissue box, cereal box, ruler. |
| Lesson Notes |
- Provide each pair with a copy of the activity sheet.
- Direct pairs to carry out Activity 1.
- Move around the class and ask: (Reflection) What is your estimate for the volume of the brick? Why do you think that?
- Which object will have the greater volume - the brick or the cereal box? Why do you think that? How will you build your model to be the same or similar volume to the dictionary? Could the inside of the desk tray have the same volume as thehouse brick? How did you calculate the volume of the tissue box? ...
- Provide the opportunity for pairs to share responses.
- Direct pairs to Activity 2 and ask: Can you find the length, height and width of each model?
- Provide the opportunity for pairs to share responses. Ask: How did you find the length, width and height of each model?
- Direct pairs to Activity 3 and ask: Can you find the length, height and width of each model?
- Provide the opportunity for pairs to share responses. Ask: How did you find the length, width and height of each model?
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| Reflections | See Lesson Notes.
Ask: Can you tell me the length, height and width of a rectangular prism that has a volume of 1000 cubes? ...
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| Internet Links | |
| Answers | Not applicable |
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