Lesson Cycle

Lesson Title/Topic: Jelly bean cheat code

Concept: Volume

Standards/Rationale: 111.7 (b) (6) (A) recognize a cube with side length of one unit as a unit
cube having one cubic unit of volume and the volume of a three-dimensional figure as the
number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and

Learning Target: Students will calculate Assessment: Completed independent work

the volume of simple rectangular prisms on assignment graph paper.
with 80% accuracy by using manipulative
blocks, graph paper, and the formula for
volume.

Materials:
● Jar of jelly beans
● Set of base-10 blocks and individual blocks
● Large rectangular prism: empty box or manipulative that is an empty cube
● Graphing paper
● Rulers
Technology:
● https://www.youtube.com/watch?v=LZxXUb9iAZc

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set: Students will:
● Have a jar of jelly beans sitting on ● Answer bell ringer question on
front desk. Have students guess index card and hand in
how many are in the jar. The
student that gets the closest wins
incentive.
● Have students Pair Share to think ● 1-minute Pair Share to discuss
of any math concepts that they may connections between math
know that can help them come up concepts
with the answer.
● After hearing a few responses
show them the rectangular prism
and ask them if it would be easier
to measure the space inside.
Focus/Mental Set: (Cont.)
● Ask them to talk to their partner
and see if they can come up with
an idea of units that may help them
measure the space inside.
Students will:
● 2-minute Pair Share to explore idea
of measuring units for volume

Teacher Input: Students will:

● Show students a 1-inch cube full of ● Estimate volume
jelly beans and have them guess
how many fit in the box.
● Introduce the concept of volume as
the space inside of a 3-dimensional
structure. (Volume = length x width
x height)
● If no one has made the connection. ● 1-minute Pair Share to estimate
Tell them to guess how many volume using cubic units
cubes full of jelly beans might fit
into the jar, or prism.
● Explain how they can multiply the
number of cubic units by the
number of jelly beans in each cube
to accurately predict the amount of
jelly beans.
● Communicate idea of finding the
exact volume of the jar using jelly
beans is a higher-level thinking
(H.O.T.) skill, volume is measuring
the space inside with units.
● Ask “how could you express the ● 1-minute Pair Share
amount of space inside the jar
using jelly beans as units?”
○ Explain that you could say
the volume of the jar is
approximately 573 jelly
beans^3
● In table groups have students ● 2-minute Pair Share to define units
discuss the difference between and compare how they are
using different units to measure measured
volume. (i.e. jelly beans, marbles,
cubes)
● Have each group give an example
of a unit they chose and explain
why it would or would not be
effective
Teacher Input: (Cont.)
● If no student has raised this
concern, ask students if the
spheres account for all the space in
the figure. Students should note
that since they don’t fit exactly
together, there will be space not
measured in between them.
● Ask “what shape might work
better—ones that fit flush without
extra space in between?”
● If they don’t think of it, suggest
cubes. Discuss this suggestion.
● Explain that, because the cubes fit ● Identify the properties of cubic units
together perfectly we use cubic
units to measure the space inside
an object, called volume.
● Take a moment to review area, and ● Students should answer in square
work one example of a rectangle units
having a length of 3 inches and a
width of 2 inches. Let students call
out answers taking care to listen to
unit measurements.
● Recall that area is in units^2
because there are 2 dimensions
calculated
● Relate volume to area by ● Relate area to volume
introducing height. Because cubes
have three dimensions (length,
width and height), we write it as
units³.
● Using cubes, construct a 2x4x3
structure. ● Walk-N-Talk to determine
● Have students talk to a partner at a dimensions and calculate volume
different table to determine volume of simple rectangular prisms
● Call on groups for the answer-
again listening for correct units ● Practice answering using correct
● Once the correct answer is units (cubic units)
determined ask students if you get
the same answer by counting the
number of cubes as you do by
multiplying the dimensions.
● Create a new structure and have
students work independently to
determine dimensions and
calculate volume.
Teacher Input: (Cont.)
● Call student(s) to the board to write
dimensions and solve for volume.
● Repeat with new structure, if
necessary, to increase
comprehension.

Guided Practice: Students will:

● Distribute a paper cup of small
cubes and graph paper to each
group.
● Instruct students to make a shape ● Numbered Heads Together to
with the cubes. Have them write manipulate structures with cubes to
the volume of their shape on the relate the concept of volume
paper (i.e. 10 units³).
● Have students circulate the room ● 1-minute Walk-N-Talk to observe
and observe others’ shapes and other group’s structures and
volume. calculations of volume
● Now have students create another
shape with their cubes and write
the dimensions of their shape and
the volume on a piece of paper (i.e. ● Students will make relationships
(l) 3 x (w) 2 x (h) 2 = 12 units³). between the formula and cubic
They may notice the formula units.
shortcut (B x h), but it’s okay if they
don’t see it yet. Share in small
groups.
● In new groups have students
● StandUp-HandUp-PairUp
construct one more structure. Pass
out graph paper and have students
sketch structure and label
dimensions.
● Have each group rotate tables and
on their own paper they will label ● Carousel Feedback
dimensions and calculate volume
of each group’s structures to
Partner Check each group.

Independent Practice: Students will:

● Have students return to their desks ● Work independently to complete
● Pass out assignment graph paper assignment
with focus questions
● On the board write down
dimensions 4x3x6. Explain that this
can be any variation of length,
width, height.
● Provide assignment instructions
Closure:
● (H.O.T.) have students pair with
someone they haven’t worked with
to discuss the question “How does
what I measure influence how I
measure?”
● Pass out exit tickets and have
students apply new concepts to
answer the jelly bean challenge.
Students will:
● StandUp-HandUp-PairUp
● Reflect on volume and its
connection to area
● Relate volume to spatial area
● Answer and turn in exit ticket

Options:
Enrichment: Reteach:

Modifications/Correctives:

References:
https://www.education.com/lesson-plan/what-is-volume/