Lesson Plan Title: Company Packaging
Grade level: 6th
Content area: Mathematics
Concept / Topic to Teach: Volume of Rectangular Prisms with Fractional Edge Lengths
General Goal(s)/Rationale:
The purpose of this lesson is to assess the students’ abilities to determine the volume of a
rectangular prism with fractional edge lengths. Additionally, the students will practice
their ability to determine how many cubes of a given dimension can fit inside the given
rectangular prism. The goal of this lesson is to help students make the connection
between finding the volume of rectangular prisms to real-world context.
Standards Addressed:
6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by
packing it with unit cubes of the appropriate unit fraction edge lengths, and
show that the volume is the same as would be found by multiplying the edge
lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes
of right rectangular prisms with fractional edge lengths in the context of
solving real-world and mathematical problems.
1. Student Learning Goals/ Outcomes
Students will be able to:
1) Define the formula for the volume of a rectangular prism.
2) Apply their prior knowledge on multiplying fractions and converting fractions to
determine the volume of a rectangular prism.
3) Determine the number of cubes that can fit perfectly into a given rectangular prism.
4) Explain the relationship between the product of the number of cubes in the
rectangular prism and the volume of the cubes with the volume of the rectangular
prism.
5) Identify other possible dimensions of cubes that will fit perfectly inside the
rectangular prism.
MATERIALS:
2. Required Materials and Equipment
- SMARTboard
- Group Packets
- Writing Utensils
- Posters
PROCEDURES:
3. Prior Academic Knowledge and Conceptions/Anticipatory Set
At the beginning of this activity, the students will complete a “do-now” assignment. For
this specific assignment, the students will review prior knowledge on multiplying
fractions, converting mixed numbers to improper fractions and finding the volume of
rectangular prisms with whole numbers. This “do-now” will also lead students to think
about areas in the real world where finding the volume would be significant.
4. Direct Instruction
Prior to this activity, students will have learned how to find the volume of rectangular
prisms with fractional edges. Since it is crucial for the students to understand how to find
the volume prior to this activity, I will complete a problem with the class similar to what
they will be doing for the activity. By asking questions, the students will lead me through
the steps of solving this example problem. For the purpose of this activity, the example
will consist of whole numbers.
5. Structured/Guided Practice
The students will be split into groups of four. Each group will be given a company with
an item they are mailing out. Each group will be given a sheet with dimensions of the
product being shipped and the packaging box. As a group, the students must work
together to find the volume of the packaging box, the product, and more. As the students
are working in the groups, the teacher will walk around and observe any struggles,
thoughts and the groups’ work. For a full period, the students will write what they found
on a big poster. Each groups’ poster will be hung up in front of the room.
6. Closure
The class will wrap up reviewing the posters and what the students have learned. The
class will discuss the reason understanding how to find volume of a rectangular prism is
important.
7. Independent Practice
The students’ independent practice will be their homework. The homework will be
collected the next day to identify the level of each student on this specific topic. The
homework will be written in the form of a double-entry notebook. There will be three
problems. In the right column, the students will complete the problems mathematically
using both methods. In the left column, the students will write down any thoughts,
concerns, and questions they may be having about the problem.
ENRICHMENT:
8. Adaptations/ Differentiation/Planned Support:
a. Whole class:
a. The students will be working together in groups to help support each other’s
learning. They will bounce ideas off each other and work together to complete
their work.
b. For differentiation, the students may be split into groups based on ability. Each
company will have an appropriate question to support the learning of the members
in the group. Gifted students may have a more challenging problem then lower
level students.
10. Possible Connections to Other Subjects/Courses:
Literacy: This activity requires reading comprehension. Some students may struggle
with vocabulary and sentence structure.
ASSESSMENT:
11. Assessment
Observations: Observations will occur during group work. In my own classroom, I will
walk around with a checklist. This checklist will determine if the students in the groups
are reaching the SLOs. It will also help me acknowledge anything specific I need to touch
upon in the closing of the lesson.
Homework (DEJ): This will allow me to assess the understanding of each individual
student. It will also allow me to answer any questions or concerns the students may be
having on the topic. I will also be able to get a glimpse of each student’s thought process
when completing a problem.
12. Analysis & Follow Up
Possible Issues:
- Multiple meaning words: specifically, product
- Dimensions with different denominators
- Converting mixed number to improper fractions
- Struggle to determine possible cube lengths for a rectangular prism
Example of One of the Company Packets
Hello, fellow math advisors!
Today I am reaching out for your help. We have just received
an order for our IPod Shuffle. I need your help to figure out how
many IPod shuffles can fit into one of our packaging boxes. I have
provided a sheet with information on the dimensions of our product
and the packaging boxes. Please fill out the response sheet and mail
back to our office. Thank you for your help. I greatly appreciate it.
Sincerely,
Ms. Gamboli
Apple CEO
Information Sheet
Dimensions of the IPod Shuffle:
!
!
𝑖𝑛 x
!
!
𝑖𝑛 x
!
!
𝑖𝑛
Dimensions of the Packaging Box:
!
3 ! 𝑖𝑛 1
3 𝑖𝑛 3
!
5 ! 𝑖𝑛 Name: _________________
Date: _________
Directions: Answer the following questions based on the dimensions your company
provided for you on the information sheet. SHOW ALL WORK. If you have any
questions, please raise your hand.
1. Find the volume of the packaging box using the volume formula for a rectangular
prism.
2. Find the volume of the IPod shuffles using the volume formula for a rectangular
prism.
3. How many IPod Shuffles will fit perfectly into the packaging box?
4. Would any other size IPods fit into this packaging box?
5. What is the product of the number of IPod shuffles and the volume of an IPod
Shuffle? What does this product represent?