General Information
Subject(s): Mathematics, English Language Arts
Grade Level(s): 5
Suggested Technology:
Computer for Presenter, Internet Connection, Basic Calculators
Instructional Time:
2 Hour(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: volume, rectangular prism, multiplication,
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Lesson Content

Lesson Plan Template:
Model Eliciting Activity (MEA)

Formative Assessment
Teachers can give students a quiz before the MEA begins to ascertain their skill at finding the volume of rectangular prisms. See attachment: Quiz
Answer Key for Quiz
In addition, the teacher can assess students' understanding of the task that they are to complete using the (guiding/reflective) questions. These questions should help students prepare for working collaboratively in small groups. As students begin working, the teacher should circulate to clarify any misunderstandings that the students may have.
Finally, the teacher should use the (readiness questions) that are provided after each of the two reading passages, to ensure that students understand exactly what the problem is.

Feedback to Students
Feedback will be provided to students by their peers as they work within their heterogeneous groups and by the teacher as he/she circulates during the group work time.
The teacher should use the (Guiding and Reflection) questions to probe student thinking and clarify any misunderstandings.
Finally, feedback will be provided to students through the grading of their letters to clients as well as their calculations using the data sets.

Summative Assessment
Students will be assessed in several ways once the MEA is completed.
First, their data worksheets will be assessed for accuracy of calculations addressing the mathematics standards MAFS.5.NBT.2.7: and MAFS.5.MD.3.5.
Even though students will be working in groups, each student will be responsible for turning in a data worksheet. A data worksheet will be provided for each day. Each student should receive 80% correct on the math calculation sections of the data worksheet.
See attachments.Data Worksheet for Day 1
See attachment for Data Worksheet Day 1 Solution: Data Worksheet Solution Day 1
Data Worksheet Day 2
See attachment for Data Worksheet Day 2 Solution: Data Worksheet 2 Solution
In addition, the student letters back to the client will be assessed for use of correct English usage addressing the standard LAFS.5.L.1.2 using a rubric. See attachment. Rubric for Scoring English Language Conventions
The quality of the written response to the client's needs (LAFS.5.W.1.1) will be assessed as well using a persuasive writing rubric. See attachment. Persuasive Writing rubric

Learning Objectives
 The students will calculate the volume of rectangular prisms with various dimensions to solve a real world problem.
 The students will collaborate in small groups to develop a procedure for determining which box would be the best for use by a bakery.
 The students will write persuasive letters stating their opinions with reasons resulting from their analysis of the data.
 The students will calculate using multiplication, division, addition, or subtraction to solve the problem presented to them by the data.
 Students will analyze data relating to the volume of the bakery boxes, the pricing, dimensions of the boxes, and how many cookies the boxes will hold.
 Students will use their skills at multiplying, adding, and dividing to effectively analyze and make decisions regarding the data that they are given.
 Students will be able to express their ideas in writing using fifth grade level appropriate grammar and fifth grade appropriate conventions of English.

Prior Knowledge
 Students should know how to find the volume of rectangular prisms using the FCAT Fifth Grade formula sheet if they need to.
 Students should know that volume is a measurement that we use for three dimensional figures and that volume represents the amount of space inside a figure
 Students should be able to use place value understanding and properties of operations to perform multidigit arithmetic.
 Students should know how to write a brief persuasive paper in the form of a letter.
 Students should identify and use the conventions of standard English; e.g. capitalization, punctuation, and spelling.
 Students should be able to work in cooperative learning groups
 Students should be able to add, multiply, and divide to solve real world problems .
 Students should know how to write a formal letter

Instructional Suggestions
Day 1: (About one hour).
 Begin this MEA with a review of what rectangular prisms are and what they look like. Discuss what faces, vertices, and edges are, as they pertain to three dimensional figures. Bring in some real world examples such as packing boxes, tissue boxes, and other box containers.
 Give the students the pretest to determine who may need an extra reteach session before beginning the MEA. See attachment: Pretest Students should receive at least 4 out of 6 correct before they can be taught this MEA.
 The lesson begins with the students breaking up into groups. Heterogeneous groups are recommended so that struggling students may receive the assistance and feedback from other members of the group so that all can be successful.
 Teacher introduces the MEA by describing ordering items though the mail and the various expenses to consider; e.g. shipping and handling, etc…
 Students can read the supplemental reading described below. A book entitled "Bliss" is about a family who has a magical, secret recipe book.
 Distribute (Reading Passage 1) to each student and have students read the passage on their own. Then, teacher elicits responses to the (Readiness Questions) to assess students understanding the reading passage. Teacher distributes (Data Set 1) and asks Comprehension/Readiness questions. Students will then brainstorm ideas on how to solve the problem for the client on their own for a short period of time (about 5 or 10 minutes).
 After the brief time of brainstorming on their own, the teacher will have students collaborate with each other to work on the problem and respond to the client in letter form. As students are working, the teacher circulates to each team to ask the first set of (Guiding/Reflective) questions. In addition, the teacher can address any issues that may arise. Finally, the teacher can help students to determine the important factors and start thinking about how they can present their solution.
 Once all the students have finished their first letter using the (Letter Template 1), they will briefly share their thought processes with other groups. Each group will briefly present their ideas to the class so that all students understand that there may be many different ways to look at the data set to solve the problem.
 The teacher will collect the letters and edit them for correct grammar usage as well as capitalization and punctuation. See Assessment Section for rubrics.
Day 2: (About one hour).
 Have students split up into their groups again and review briefly the work that was done on Day 1.
 Distribute (Reading Passage 2) and (Data Set 2) to all of the groups. Have students read the reading passage individually and think about ways that they might go about solving the problem with this new information. After a short period of time (about 5 or 10 minutes) have students collaborate on how they can go about solving the problem for the client. Teacher circulates and clarifies any issues that might arise. The teacher may elicit responses to the second set of reflection questions (Reflection Questions 2) to help clarify what students are to do with the second set of data.
 Have students complete their second letter (Letter Template 2) to the Sweet Delights Bakery indicating whether their procedure changed with the second set of data.
 Collect letters, and data worksheets to grade. See Summative Assessment Section for information on data worksheets, letters to clients, and rubrics.

Supplemental Reading
As supplemental reading, students could read the book entitled “Bliss” by Katherine Littlewood (870L) either before or during this MEA. This book is about a family who has a magical secret recipe book. The children decide to make some of the magical recipes and wait to see what happens. This would provide a connection to set the stage for this MEA dealing with bakeries and their products.

Guiding/reflective Questions
 How do you think you can work together as a team?
 What kinds of contributions can you make to your team?
 Why is it important to work as a team?
 If you disagree with another team member, how will you resolve it?

Reading Passage 1
Reading Passage 1

Readiness Questions
 What is the problem? (A bakery company needs to find the best box to mail cookie orders that will be the most feasible financially).
 Who is the client? (The client is Sweet Delights Bakery).
 What is the client asking your team to do? (To determine which box out of a set of five will be the best to mail cookies in).
 What things do you need to include in your solution? Why? ( Answers will vary but answers should focus on the categories of data that were presented).
 How do you think that you may go about solving the problem for the client? (Answers will vary but answers should focus on making a plan of some sort).
 Why do you think there may be more than one correct answer to what the client is asking? (Because the data are so varied and people have different opinions about it, especially about the durability of the boxes).

Data Set 1
Data Set 1 Bakery Boxes

Letter Template 1
Letter Template 1

Comprehension/readiness questions
 How would you go about finding the volume of the boxes?
 What do you need to do to find out the cost to mail the cookies?
 Are all of the categories equal to each other in importance? Why or why not?
 Is there more information that you think you will need to solve this problem?
 Why do you think that?
 How do you know if you have an answer to the problem?

Reading Passage 2
Reading Passage 2 Bakery Boxes

Data Set 2
Data Set 2

Letter Template 2
Letter Template 2

Reflection question 2
 How can you use your prior strategies to respond to the new pricing schedule of the cookies?
 How does this new information impact your decision on which box is the best to use for mailing the cookies to fill orders?
 Why do you think that?
 How do you know if you have an answer to the problem?
 What specific topics did you talk about while making your decisions?
Assessment
 Feedback to Students:
Feedback will be provided to students by their peers as they work within their heterogeneous groups and by the teacher as he/she circulates during the group work time.
The teacher should use the (Guiding and Reflection) questions to probe student thinking and clarify any misunderstandings.
Finally, feedback will be provided to students through the grading of their letters to clients as well as their calculations using the data sets.
 Summative Assessment:
Students will be assessed in several ways once the MEA is completed.
First, their data worksheets will be assessed for accuracy of calculations addressing the mathematics standards MAFS.5.NBT.2.7: and MAFS.5.MD.3.5.
Even though students will be working in groups, each student will be responsible for turning in a data worksheet. A data worksheet will be provided for each day. Each student should receive 80% correct on the math calculation sections of the data worksheet.
See attachments.
Data Worksheet for Day 1
See attachment for Data Worksheet Day 1 Solution: Data Worksheet Solution Day 1
Data Worksheet Day 2
See attachment for Data Worksheet Day 2 Solution: Data Worksheet 2 Solution
In addition, the student letters back to the client will be assessed for use of correct English usage addressing the standard LAFS.5.L.1.2 using a rubric. See attachment. Rubric for Scoring English Language Conventions
The quality of the written response to the client's needs (LAFS.5.W.1.1) will be assessed as well using a persuasive writing rubric. See attachment. Persuasive Writing rubric
Accommodations & Recommendations
Accommodations:
Use of calculators for those students working below level in math so that they can be successful with this lesson. Use of "data worksheets" for those students needing assistance with organizing their thoughts. Heterogeneous groupings so that struggling students can get the feedback from the stronger students in their groups.
Extensions:
Early finishing students could look up shipping and handling fees to various parts of the country.

Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators
Further Recommendations:
Teachers should prepare enough copies of the data worksheets and reading passages for each student.
Additional Information/Instructions
By Author/Submitter
MAFS.k12.MP.1.1: Make sense of problems and perseveres in solving them
MAFS.k12.MP.4.1: Model with Mathematics
Source and Access Information
Contributed by:
Mary Taber
Name of Author/Source: Mary Taber
District/Organization of Contributor(s): Martin
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.