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Generated on 8/9/2025 at 2:10 AM |
https://www.cpalms.org/PreviewIdea/Preview/3497
This cluster includes the following benchmarks.
Visit the specific benchmark webpage to find related instructional resources.
- MA.5.GR.3.1 : Explore volume as an attribute of three-dimensional figures by packing them with unit cubes without gaps. Find the volume of a right rectangular prism with whole-number side lengths by counting unit cubes.
- MA.5.GR.3.2 : Find the volume of a right rectangular prism with whole-number side lengths using a visual model and a formula.
- MA.5.GR.3.3 : Solve real-world problems involving the volume of right rectangular prisms, including problems with an unknown edge length, with whole-number edge lengths using a visual model or a formula. Write an equation with a variable for the unknown to represent the problem.
This cluster includes the following Access Points.
- MA.5.GR.3.AP.1 : Explore volume as an attribute of three-dimensional figures that can be measured by packing them with unit cubes without gaps.
- MA.5.GR.3.AP.2 : Find the volume of a right rectangular prism with whole-number side lengths by counting unit cubes. Explore that the volume is the same as what would be found by multiplying the edge lengths.
- MA.5.GR.3.AP.3 : Solve real-world problems involving the volume of right rectangular prisms with given whole-number edge lengths using a visual model or formula.
Vetted resources educators can use to teach the concepts and skills in this topic.
- Video Game Store: Volume!: Help solve the problem of shipping video games and accessories to customers by calculating the volume of the containers needed in this interactive tutorial.
- Building Blocks of Volume : Build on your previous knowledge of area and learn how to calculate volume in cubic units with this interactive tutorial.
- Working for Wonka: Demonstrate how a rectangular prism can be carefully filled without gaps or overlaps using the same size unit cubes and then use this model to determine its volume, in this interactive tutorial.
- Measuring Volume: Students are asked to determine the volume of a rectangular prism by using both a formula and counting cubic units.
- Volume Two Ways: Students are asked to compare different strategies for finding the volume of a rectangular prism.
- Volume in Cubic Units: Students are asked to determine the volume of a rectangular prism in cubic units.
- Using Additive Reasoning When Finding Volume: Students are asked to find the volumes of solids composed of rectangular prisms.
- Volume With Improvised Units: Students determine how many improvised units of volume will fill a large box.
- How Do We Determine Volume?: Students are asked to determine how a unit cube can be used to measure the volume of a rectangular prism.
- Find the Volume: Students are asked to count unit cubes to determine the volume of a right rectangular prism.
- Determining Volume: Students analyze a rectangular prism that contains one layer of unit cubes and are asked to explain how to determine the volume of the entire prism using only the information given.
- Determining Dimensions: Students are given the total volume of a rectangular prism and constraints on one dimension and asked to provide dimensions that would fit the constraints.
- Determining and Interpreting Volume: Students are asked to determine the volumes of two right rectangular prisms given the dimensions of one and the base area and height of the other.
- How Do You Find the Volume?: Students discuss the volume of a prism measured in cubic units with gaps between the unit cubes used to measure its volume.
- Survive or Die: In this technology-rich lesson, students will design a habitat in which a plant or animal can survive. Students will focus on the adaptations that allow certain plants and animals to live in specific habitats.
- Building Apartments: Connecting Volume of Centimeter Cubes to the Formula V = B x h: Students will build "apartments" with centimeter cubes by packing boxes (template included). In addition, they will use centimeter cubes to build a variety of rectangular prisms and record the area of the base (B) and height (h) on a worksheet. They will use that information to complete the volume formula, V = B x h. Students will think about how the volume changes as the height and base of rectangular prisms change.
- Lunchbox Volume: This lesson focuses on the application of volume knowledge. Students will need to add the volumes of individual right rectangular prisms to find total volumes.
- Volumize Your Brain To Its Capacity: Students will be able to apply and understand the meaning of volume with shoe boxes and cereal boxes.
- Getting the Top Mini-Fridge not a Small Deal: In this MEA, students will create a procedure to rank five mini-refrigerators to determine which one should be purchased for the school by the PTA based on size, type, features, energy usage, and cost. In the process, students will solve real-world problems involving the multiplication of multi-digit numbers with decimals to the hundredths, including using money. Students will also determine the volume of a rectangular prism using a formula.
- MEA Bait Shop Baffle: Students will first review rectangular prisms and the formula for finding the volume of rectangular prisms. After students have determined the volume of a given set of rectangular prisms (aquariums), the students will use that information to help Seymour Phish in determining which aquarium he should purchase for his minnows.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
- Volume, Mass, and Density Boxes: This activity was designed for blind learners, but all types of learners can utilize it to investigate volume, mass, and density. The learner will create several boxes with different materials in each. They will then compare the sizes and masses and do the math to figure the densities. Educators could also create a data collection chart for this activity.
- Volume: Let's Be Efficient: This lesson provides a hands-on approach to develop the formula for finding the volume of a right rectangular prism. Students will apply the formula. Students will determine the volume of figures composed of two right rectangular-prism solids. While students will decompose simple 3 D shapes into two rectangular prisms, this decomposition is not required in the standard. It is used here to help deepened student understanding.
- Volume: It's All About the Count: In this lesson, students will learn the concept of volume as an attribute of solid figures, using unit cubes in various arrangements with a focus on rectangular prisms.
- Manipulating Cubic Units: Students will recognize volume as an attribute of solid figures and understand concepts of volume measurement. They will measure volumes by counting unit cubes, using cubic centimeters and cubic inches.
- Cereal Box Volume Varying Predicament: Students will review rectangular prisms and the formula for finding the volume of rectangular prisms. Once students have determined the volume of a number of rectangular prisms (cereal boxes), the students will use that information to help a fictitious company in determining which cereal box they should use for their new product.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
- Pick A Pet: This Model Eliciting Activity (MEA) asks students to develop a procedure for choosing a reptile or amphibian to place in a school reception area. Students will need to consider safety, price of animal, cost by week to feed animal, size and cost of the enclosure, and the life span of the animals they are considering. In the second portion of the problem statement, the students will need to prepare a budget and cost analysis for the year to consider if they have still made the correct choices while adding three more animals for consideration. The culminating activity for this MEA will have the student write a proposal for the Principal to state their choice of animal, give a year's budget for cost and care for the animal.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
- Building Pools: I
In this Model Eliciting Activity, MEA, students will work in teams to determine a the most suitable pool for a home construction company to build. Students will need to calculate the volume of the pool, make decisions based on a table of data, and write a letter to the customer providing evidence for their decisions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
- Storage for Storage: In this MEA, 5th Grade students will work in teams to determine a procedure for ranking Storage Sheds for a construction company that is moving to a new facility to purchase. Students will need to calculate the square feet and cubic feet of space for the Storage Shed, make decisions based on a table of data, and write a letter to the client providing evidence for their decisions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
- Building Rectangular Prisms Part 2: This is the second part of a two-part volume lesson. In the first Building Rectangular Prisms (attached) lesson, foundational volume concepts are taught and students count cubes to find volume. In this lesson, students will discover the volume formulas length x width x height and base x height as they build rectangular prisms. They will use the formulas to find volume in real world situations.
- Pump Up the Volume: In this 5E lesson, the students will explore the concept of volume. The students will build rectangular prisms, identify the dimensions of the prism and discover the volume of the prism.
- Building Rectangular Prisms Part 1: This is the first part of a two-part volume lesson. In this lesson, students will build foundational concepts for volume and count cubes to find volume. In the second part lesson Building Rectangular Prisms Part 2 (attached), students will discover the volume formulas length x width x height and base x height as they build rectangular prisms. They will use the formulas to find volume in real world situations.
- Formulating Volume: Students will use situational stories to help them apply the formulas V = l × w × h and V = B × h to find the volumes of right rectangular prisms with whole-number edge lengths.
- B.E.S.T. Journey: What roles do exploration, procedural reliability, automaticity, and procedural fluency play in a student's journey through the B.E.S.T. benchmarks? Dr. Lawrence Gray explains the path through the B.E.S.T. mathematics benchmarks in this Expert Perspectives video.
- Volume: This video demonstrates how students build conceptual understanding of volume by filling rectangular prisms with unit cubes before connecting their models to the volume formulas (length × width × height and area of the base × height). The approach emphasizes hands-on learning and the importance of verifying calculations through visual reasoning.
- Computing Volume Progression 1: Students are asked to determine the number of unit cubes needed to construct cubes with given dimensions.
- Computing Volume Progression 2: Students are asked to find the volume of water in a tank that is 3/4 of the way full.
- Computing Volume Progression 3: Students are asked to find the height of a rectangular prism when given the length, width and volume.
- Computing Volume Progression 4: Students are asked to apply knowledge of volume of rectangular prisms to find the volume of an irregularly shaped object using the principle of displacement.
- Box of Clay: This purpose of this task is to help students understand what happens when you scale the dimensions of a right rectangular solid. This task provides an opportunity to compare the relative volumes of boxes in order to calculate the mass of clay required to fill them. These relative volumes can be calculated geometrically, filling the larger box with smaller boxes, or arithmetically using the given dimensions.
- Surface Area and Volume: In this activity, students adjust the dimensions of either a rectangular or triangular prism and the surface area and volume are calculated for those dimensions. Students can also switch into compute mode where they are given a prism with certain dimensions and they must compute the surface area and volume. The application keeps score so students can track their progress. This application allows students to explore the surface area and volume of rectangular and triangular prisms and how changing dimensions affect these measurements. This activity also includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.
- Volume of Rectangular Prisms: This lesson is designed to introduce students to the concept of volume and how to find the volume of rectangular prisms. This lesson provides links to discussions and activities related to volume as well as suggested ways to integrate them into the lesson. Finally, the lesson provides links to follow-up lessons designed for use in succession with the current one.
- Volume: Decomposing a Solid Figure Example: This Khan Academy tutorial video illustrates finding the volume of an irregular figure made up of unit cubes by separating the figure into two rectangular prisms and finding the volume of each part.
- Volume: Four Examples of Counting Unit Cubes: This Khan Academy tutorial video illustrates measuring volume by counting unit cubes. Models in this video include composite figure of rectangular prisms although only counting is used to find volume, not an equation.
- Volume: How to Measure It: This Khan Academy tutorial video describes measurement in one, two, and three dimensions.
- Three Dimensional Shapes: In this interactive, self-guided unit on 3-dimensional shape, students (and teachers) explore 3-dimensional shapes, determine surface area and volume, derive Euler's formula, and investigate Platonic solids. Interactive quizzes and animations are included throughout, including a 15 question quiz for student completion.