Overview and Background

Students will have to understand what the Base, Width, and Height is on a quadrilateral. Students will also need to understand the Base x Width x Height gives you the volume of a quadrilateral.

Lesson Plan and Activity

Lesson Plan

Essential Knowledge, Learning Standard(s) and Benchmarks
What students will know and be able to do
MAFS.5.MD.3.3 Recognize volume as an attribute of solid figures and understand concepts of
volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one
cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit
cubes is said to have a volume of n cubic units.
MAFS.5.MD.3.5 Relate volume to the operations of multiplication and addition and solve real
world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole-number side
lengths by packing it with unit cubes, and show that the volume is the
same as would be found by multiplying the edge lengths, equivalently by
multiplying the height by the area of the base. Represent threefold wholenumber
products as volumes, e.g., to represent the associative property
of multiplication.
b. Apply the formulas V = l × w × h and V = B × h for rectangular prisms to
find volumes of right rectangular prisms with whole-number edge lengths
in the context of solving real-world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of
two non-overlapping right rectangular prisms by adding the volumes of
the non-overlapping parts, applying this technique to solve real world
Problems.
Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or
imaginative solutions.
4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts
or solving authentic problems.
4b Students select and use digital tools to plan and manage a design process that considers design constraints and
calculated risks.
4c Students develop, test and refine prototypes as part of a cyclical design process.
Essential Questions
How do I find same volume in different shaped quadrilaterals?
How do I use Base x Width x Height to find the volume of a quadrilateral?
How do I measure the Base Width and Height of quadrilateral?
Assessment
Culminating demonstration of student learning. What will the students do to demonstrate their understanding of the Essential
Knowledge, Learning Standards, and Benchmarks identified for this unit?
Students will be assessed based on the 3d printed quadrilaterals with a total volume of 240 cubic millimeters. They can
have many different solutions.
Examples can have more answers:
240x1x1=240
120x2x1=240
30x4x2=240
40x3x2=240
6x20x2=240
Teaching/Presentation/Student Learning Experiences (type in gray area only)
Subject Establish the context activating prior
knowledge, providing background
knowledge and experiences,
unraveling confusions.
List the technological literacy
components that students will
learn from this project
Curriculum connection
of the 3D project
Content Area(s) Science
Technology
Engineering
Math
planning, Calculating,
Designing, Solving, Creating,
Testing.
Students will create and use
3D objects to understand the
volume of multiple
quadrilaterals that have the
same volume but different
sizes.
Teacher Preparation Enter step-by-step instructions include photos/video when possible
Introduce volume of a quadrilateral by showing students 3D quadrilaterals. Show students the base,
width, and height.
Explain to students the calculation for solving the volume of a quadrilateral is Base x Width x Height.
Show students how to get the volume with a shape that has a Base of 12 mm a Height of 2 mm and
width of 10 mm. When multiplied together you get 240 cubic mm.
Explain that quadrilaterals can have different shapes but have the same volume.
Split students into small groups of 2 or 3.
Get on Tinkercad and show students the quadrilateral character and show the class the Base, Width, and
Height and how to change each.
Give students the challenge of creating 3 quadrilaterals on Tinkercad with the total volume of 240 cubic
mm.
Student Activity Enter step-by-step instructions include photos/video when possible
Log on to Tinkercad.
Create and solve equations that equal a total of 240 cubic mm using Base x Width x Height
Create a design using paper an pencil of a quadrilateral with a volume of 240 cubic mm.
Using Tinkercad create 3 different quadrilaterals with 240 cubic mm as the volume and print using
Makerbot Print.
Technology – Hardware (Check boxes of all equipment being used/needed)
X MakerBot 3D printer
☐ Computer/Surface Tablets
X Chromebooks
X iPads/tablets
☐ Digital camera
☐ Document camera
☐ Printer
☐ Projection system
☐ Scanner
☐ Speakers
X Television/Monitor and Apple TV
☐ Video camera
☐ Interactive whiteboard
☐ Other:
Technology – Software (Check boxes of all software needed.)
X MakerBot Print
X MakerBot Mobile
X 3D Modeling tool/app
Specific modeling apps:
Tinkercad
☐ Audio editing
☐ Concept mapping
☐ Coding tools
☐ Database/Spreadsheet
☐ Desktop publishing
☐ E-mail
☐ Image editing
☐ Online database
☐ Web page development
☐ Web 2.0 tools
☐ Word processing
☐ Video editing
☐ Other and specific apps:

Materials Needed

Meter Stick, Paper, Pencil, Computers (internet access), 3D printer, Filament

Volume Lesson