![]() ![]() Thus, this unit builds off of students’ well-established understanding of geometry and geometric measurement. In Grade 4, work with angle measure (4.MD.5-7) lent itself to classifying figures based on the presence or absence of parallel and perpendicular sides. In Grade 3, students started to conceptualize shape categories, in particular quadrilaterals. In Kindergarten through Grade 2, students focused on building understanding of shapes and their properties. “From Kindergarten on, students experience all of the properties of shapes that they will study in Grades K–7, recognizing and working with these properties in increasingly sophisticated ways” (Geometry Progression, p. ![]() Students have also explored two-dimensional shapes and their attributes extensively in previous grades. In their exploration of area in Grade 3, students come to understand area as an attribute of plane figures (3.MD.5) and measure it by counting unit squares (3.MD.6), and they connect area to the operations of multiplication and addition (3.MD.7). Students have also explored one-dimensional and two-dimensional measurements of figures, developing a deep understanding of length in Grade 2 and of area in Grade 3. In prior grade levels, students explored the idea of volume informally, comparing the capacity of various containers as being able to “hold more” or “hold less” (K.MD.2). They also use their understanding that they gradually built in prior grade levels to classify shapes in a hierarchy, seeing that attributes of shapes in one category belong to shapes in all subcategories of that category (5.G.3-4). How has the area of the bottom in her new storage box changed? Explain how you know.In Unit 3, students will explore volume of three-dimensional shapes (5.MD.3-5), connecting it to the operations of multiplication and addition (5.NBT.5, 4.NBT.4). If she uses the dimensions in Part (b), what is the area of the new storage box’s floor?ĭ. If she wants to keep the height the same, what could the other dimensions be for a 12-cubic-footĬ. Will she achieve her goal if she does this? Why or why not?ī. It with a box with 12 cubic feet of storage, so she doubles the width.Ī. HerĬurrent storage box measures 1 foot long by 2 feet wide by 2 feet high. After all of this organizing, Wren decides she also needs more storage for her soccer equipment. One way she could build a toy box with a volume of 72 cubic inches.Ĥ. The supply box must also be no taller than 2 feet. That needs to lay flat in the bottom of the box. She has a stencil set that is 12 inches wide Wren wants to build a box to organize her scrapbook supplies. Show three different ways Wren can make these boxes by drawing diagrams and labeling the measurements.ģ. She knows they all need a volume of 60 cubic inches, but she wants them all to be different. Wren wants to put some artwork into three large display boxes. What is the volume of the display box? Explain your work using a diagram.Ģ. Wren’s first display box is 6 inches long, 9 inches wide, and 4 inches high. Wren makes some rectangular display boxes.ġ. It also explores finding multiple examples of rectangular prisms given a set volume. This video shows how to find volume of a given rectangular prism. If he uses the dimensions in Part (b), what could be the area of the new shed's floor? If he wants to keep the height the same, what could the other dimensions be for him to get theĬ. Will he achieve his goal if he doubles each dimension? Why or why not?ī. Shed is a rectangular prism that measures 6 feet long by 5 feet wide by 8 feet high. After all of this gardening work, Geoffrey decides he needs a new shed to replace the old one. He could build the planter so it is not taller than 3 feet. If he wants the planter to hold 36 cubic feet of soil, name one way Geoffrey wants to make one planter that extends from the ground to just below his back window. Planters, and draw diagrams with the planters' measurements on them.ģ. Show four different ways Geoffrey can make these He wants each planter to have a volume ofģ20 cubic feet, but he wants them all to be different. Geoffrey wants to grow some tomatoes in four large planters. What is the volume of soil in the planter? Explain your work using a diagram.Ģ. The container is filled with soil to a height of 3 feet Geoffrey's first planter is 8 feet long and 2 feet wide. New York State Common Core Math Module 5, Grade 5, Lesson 7ġ. Videos, examples, solutions, and lessons to help Grade 5 students learn how to solve word problems involving the volume of rectangular prisms with whole number edge lengths.
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