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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Clay Blocks worksheet.
 The teacher asks followup questions, as needed.
Note: Emphasize that work should be done using fractions not decimals.
TASK RUBRIC
Getting Started 
Misconception/Error The student is unable to determine the volume of the rectangular prism. 
Examples of Student Work at this Level The student understands to multiply the dimensions to find the volume of a prism but:
 Is unable to correctly multiply fractions.
 Does not understand to multiply the volume of the unit prism by 180 to get the volume of the larger prism.

Questions Eliciting Thinking How do you multiply fractions?
What is the relationship between the volume of the unit prism and the volume of the larger prism?
If I told you the volume of the unit prism is cubic feet, could you find the volume of the larger prism? 
Instructional Implications Review procedures for multiplying fractions, converting mixed or whole numbers into improper fractions, and multiplying mixed numbers. Give the student additional practice multiplying fractions and mixed numbers with three or more factors.
Review the concept of volume of a rectangular prism as the number of unit cubes needed to fill the prism. Then assist the student in observing that if the unit prism is used as the unit of measure of volume, the volume of the larger prism can be determined by multiplying the number of unit prisms that comprise the larger prism (180) by the volume of the unit prism ( x x ).
Provide additional opportunities to find the volume of a larger prism by multiplying the volume of a unit prism by the number of unit prisms needed to fill the larger prism.
Consider administering the MFAS tasks for standard 5.MD.3.3. 
Making Progress 
Misconception/Error The student is not able to explain the relationship between the two methods of finding the volume of a right rectangular prism. 
Examples of Student Work at this Level The student is able to find the volume of the prism using each method. However, when asked to explain how the methods are related, the student:
 Says both methods have the same answer.
 Says both methods involve multiplying fractions.
 Attempts an explanation that is incomplete or unclear.

Questions Eliciting Thinking What denominators were multiplied using each method? Where did they come from?
What numerators were multiplied using each method? Where did they come from? Can you find them in the figure? 
Instructional Implications Assist the student in observing that multiplying x x is the same as multiplying ( x x ) by 180 since 3 x 4 x 15 = 180.
Consider administering the MFAS task Prism Packing (6.G.1.2). 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student:
 Finds the volume of the unit prism and multiplies this volume by 180: V = 180 x ( x x ) = 180 x = , , or .
 Uses the volume formula to multiply the dimensions of the larger prism to find its volume: V = , , or .
 Explains that multiplying is the same as multiplying () by 180 since 3 x 4 x 15 = 180.

Questions Eliciting Thinking What is the significance of the numerators (3, 4, and 15) in the context of this problem? 
Instructional Implications Ask the student to use volume formulas to find volumes of rectangular prisms with fractional dimensions in both mathematical and realworld problems.
Consider implementing other MFAS tasks for standard 6.G.1.2 to further assess calculating the volume of a right rectangular prism with fractional edge lengths. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.