Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
- Assessment Limits :
Prisms in items must be right rectangular prisms. Unit fractional edge lengths for the unit cubes used for packing must have a numerator of 1. - Calculator :
No
- Context :
Allowable
- Test Item #: Sample Item 1
- Question: A right rectangular prism has a length of 4 ½ feet, a width of 6 ½ feet, and a height of
8 feet.
What is the volume of the prism?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 2
- Question: Alex has 64 cubes, with dimensions in feet (ft), like the one shown.
He uses all the cubes to fill a box shaped like a larger rectangular prism. There are no gaps between the cubes.
A. What is the volume, in cubic feet, of the larger rectangular prism?
Volume =
B. What is a possible set of dimensions, in feet, of the larger rectangular prism?
Length =
Width =
Height =
- Difficulty: N/A
- Type: EE: Equation Editor
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
Student Center Activity
Tutorials
WebQuest
MFAS Formative Assessments
Students are asked to determine the volume of a right rectangular prism given fractional edge lengths.
Students are asked to explain the relationship between two approaches to finding the volume of a right rectangular prism.
Students are asked to determine the volume of a right rectangular prism given fractional edge lengths.
Students are asked to determine the number of unit prisms needed to fill a larger prism with fractional dimensions.
Original Student Tutorials Mathematics - Grades 6-8
Follow Cindy as she learns about the volume formulas to create boxes in this interactive tutorial.
This is part 1 in a three-part series. Click below to open the other tutorials in the series.
Follow Cindy as she explores fractional unit cubes and finds the volume of rectangular prisms that have rational number dimensions in this interactive tutorial.
This is part 2 in a three-part series. Click below to open the other tutorials in the series.
Help Cindy find the missing dimension of a rectangular prism in her delivery services job with this interactive tutorial.
This is part 3 in a three-part series. Click below to open the other tutorials in the series.
Student Resources
Original Student Tutorials
Help Cindy find the missing dimension of a rectangular prism in her delivery services job with this interactive tutorial.
This is part 3 in a three-part series. Click below to open the other tutorials in the series.
Type: Original Student Tutorial
Follow Cindy as she explores fractional unit cubes and finds the volume of rectangular prisms that have rational number dimensions in this interactive tutorial.
This is part 2 in a three-part series. Click below to open the other tutorials in the series.
Type: Original Student Tutorial
Follow Cindy as she learns about the volume formulas to create boxes in this interactive tutorial.
This is part 1 in a three-part series. Click below to open the other tutorials in the series.
Type: Original Student Tutorial
Problem-Solving Task
Students are asked to draw a scale model of a building and find related volume and surface areas of the model and the building which are rectangular prisms.
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorials
In this video, discover another way of finding the volume of a rectangular prism involves dividing it into fractional cubes, finding the volume of one, and then multiplying that area by the number of cubes that fit into the rectangular prism.
Type: Tutorial
This video shows how to solve a word problem involving rectangular prisms.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
The purpose of this task is two-fold. One is to provide students with a multi-step problem involving volume. The other is to give them a chance to discuss the difference between exact calculations and their meaning in a context. It is important to note that students could argue that whether the new pan is appropriate depends in part on how accurate Leo's estimate for the needed height is.
Type: Problem-Solving Task
Students are asked to draw a scale model of a building and find related volume and surface areas of the model and the building which are rectangular prisms.
Type: Problem-Solving Task