Running Head: MATH LEARNING SEGMENT

Math Learning Segment

Patricia Wright

Manhattan College
MATH LESSON PLAN 2

Lesson Plan Template

Date: ​3/8 Teacher’s Name: ​Ms. Wright
Subject: ​Math Grade level: ​5th grade
Class Setting: ​General education class​ Length of lesson: ​45 min
Central Focus:
SWBAT find the volume of right rectangular prisms and display their knowledge of the volume
of right rectangular prisms by constructing both 2D rectangular and 3D right rectangular prisms
of a particular volume. They will then apply this knowledge to uncover the volume of different
right rectangular prisms given to them and irregular rectangular prisms. They will be able to
explain what they know about volume and how they can apply in to different figures to
accomplish this task

Lesson Title: ​Monster Math: Perimeter, Area, and Volume Addition

For Unit Plan/Learning Segment​, 1 out of 3 ​:

Essential Question(s)​:
What are dimensions?
How are length, width and height related to one another?
How to we use length, width and height to find the volume of objects?

Learning Standards:
NY-5.MD.3A and 3B:
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
NY-5.MD.4:
Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised
units.
NYSEL 1C.2b. Monitor progress on achieving a short-term personal goal.
NYSEL 2C.2b. Analyze ways to work effectively in groups.
5R1: Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences. (RI&RL)
5W2c: Use precise language and content-specific vocabulary to explain a topic

Pre-Assessment:
Prior to this lesson I gave students a 2D rectangle asking to find the perimeter and area of
rectangular shapes. They were then given an exit ticket to find the area and perimeter of the
shape provided and explain how they got to their answer. 85% of the students were able to
determine the correct solution, and 75% were able to explain the solution using the math
terms. I determined that it was appropriate to move on, but would differentiate for the
students who did not get the right answer and/or could not explain the right answer.
MATH LESSON PLAN 3

Learning Objectives​: Assessments​:

SWBAT correctly identify what dimensions They will then complete a venn diagram ​in
are included in perimeter, area, and volume. which vocabulary (length, width, or height)
is included in either perimeter, area, or
volume.
SWBAT create a definition for a square unit They will create their own definition with a
using proper math vocabulary partner during a turn and talk and I will
assess the classes understanding by cold
calling on groups to share the definition
they generated for a square unit
They will create their own definition with a
SWBAT create a definition for a cubed unit partner during a turn and talk and I will
using proper math vocabulary assess the classes understanding by cold
calling on groups to share the definition
they generated for a cubed unit
I will be walking around to see if students
SWBAT construct area and volumes using are able to create the proper object with
math manipulatives and find their proper the proper units when given “the object is
units 24 square units”

Differentiation: ​For groups of students or individuals was determined by the pre-assessment

described above, and in consultation with my cooperating teacher, as well as the Bilingual
teacher and the Special Education teacher, both of whom push-in my classroom.

● Gifted Learners: Gifted learners will be tasked with

○ After completing the venn diagram described in the anticipatory set they should
create their own example of a time you would find just length, a time you would
find length and width, and a time you would find length, width and height
○ Students will be given word problems in the worksheet in the concluding phase
instead of pictures
● ELL’s:
○ Students will be given scaffolding tools such as definitions of length, width,
volume, area, perimeter and volume with picture so they can refer to this during
the lesson
○ Students will be integrated with one other ELL and 2 other non ELL students
during group activities so they are exposed to language more but still have a
buddy to work with if they need language assistance
● Struggling Students:
○ Struggling students are identified as the 15% of students that got the pre
assessment answer incorrect.
■ They may be grouped together so the teacher can easily spend time with
them and give them the extra attention needed.
■ Parts of the venn diagram will be filled in for them as well as the
worksheet in the concluding phase
MATH LESSON PLAN 4

● ADHD:
○ The student will have the schedule posted in order for them to be able to stay on
task and if they complete all their task they will receive dojo points
○ (An adult will also be sitting with them in order for them to stay on task and a
checklist will be given)
○ They will be given a question and statement chart in order to write down their
thoughts on paper to go over with me
○ They will be given math manipulatives such as blocks and cubes in order to be
given a task were they are able to move while still accomplishing the math goal

Academic Language:
Provide components of language that students need to learn and use in specific content areas.
Teachers need to consider: vocabulary, language, functions, (ex. analyze , interpret, argue, etc.),
syntax (ex. Sentences, diagrams, units), discourse (oral and written language).

Vocab
● Square unit
● Cubed unit
● Perimeter
● Area
● Volume
● Length
● Width
● Height
● Dimension
● Rectangular prisms

We will learn these definitions in class, with the teacher introducing the definition to the
students and students will explain the definition in their own words to be sure they understand
it.
Discourse
● Students will engage in class discussions, providing feedback and ideas.
● Students will engage in turn and talks, explaining their reasoning.
● Students will write their answers area and volume problems.

Language Functions
● Students will describe how to find volume and area through the counting method.
● Students will explain the difference between perimeter, area and volume.
● Students will explain the difference between square unit and cubed unit.
● Students will explain their reasoning when problem solving.

Syntax
MATH LESSON PLAN 5

● Students will order area and volume with the correct number units and the units
appropriately labelled
● Students will use appropriate sentence structure when giving explanations to problems
and when writing answers as sentences

Procedure:
Anticipatory Set
I will do a read aloud with the students of ​Perimeter, Area and Volume: A Monster Book of
Dimensions. W ​ hile we are reading students and I will stop to identify vocabulary in the book
such as length, height, dimension etc as we read. Students will be asked to generate their own
definitions based on the information in the text to create formal definitions as a class. They will
then complete a venn diagram of which vocab is included in either perimeter, area, or volume.
Initial Phase
● I will go over what dimensions belong in each circle of the Venn diagram and
why
● I will introduce the definition of a square unit through math manipulatives
○ I will show a cut up piece of paper to demonstrate what one square unit
looks like
○ I will ask students why it is two dimensional to reiterate the concept of
what is length, what is width and what is height.
○ They will then turn and talk to their neighbor to come up with a definition
of a square unit
○ Pairs will be cold called on as an assessment and we will use their
answers to create a class definition of what a square unit is
● I will introduce the concept of a cubed unit
○ I will show a cube to display what one cubed unit looks like
○ I will ask students why it is 3 dimensional to reiterate the concept of what
is length, what is width and what is height
○ They will then turn and talk to their neighbor to come up with a definition
of a cubed unit
○ Pairs will be cold called on as an assessment and we will use their
answers to create a class definition of what a cubed unit is
Middle Phase
● I will introduce a problem mentioned in the book about how to find how big the
movie screen is
o I will ask students when finding how big the tv screen is are we using
square units or cubed units (they will show me their responses on
response cards)
▪ Students will be asked why they believe their reasoning (debate)
using what we know about square units and cubed units and the
math terminology associated with it.
▪ I will explain we use square units because movie screens have
length and width but not height
MATH LESSON PLAN 6

o I will have my students with their tables construct a TV that is 24 square

units using math manipulatives
● I will introduce a problem mentioned in the book about how to find how big the
box of popcorn is
o I will ask students when finding how big the box of popcorn is are we
using square units or cubed units (they will show me their responses on
response cards)
▪ Students will be asked why they believe their reasoning (debate)
using what we know about square units and cubed units and the
math terminology associated with it.
▪ I will explain we use cubed units because boxes of popcorn have
length, width and height
o I will have my students with their tables construct a box that is 24 cubed
units using math manipulatives
Concluding Phase
● I will hand students a worksheet that includes pictures of 2D and 3D objects they
will be asked to find the size of the 2D and 3D objects, label with proper units
and explain why the object is 2D or 3D
● This will be there exit ticket to function as a pre assessment for the next lesson

Follow up: ​Students will be given a set of problems such as construct a TV that is 48 square
units (similar to the problems in the middle phase)

Materials:
● Cubes
● Paper squares
● Perimeter, Area and Volume: A Monster Book of Dimensions
● Worksheets
References and Resources:

Adler, D. A., & Miller, E. (2012). Perimeter, area, and volume: A monster book of dimensions.
New York: Holiday House.
Grade 5 Mathematics. (9371, January 01). Retrieved from
https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-overview

Self-Reflection of the lesson:

MATH LESSON PLAN 7

Date: ​3/9 Teacher’s Name: ​Ms. Wright

Subject: ​Math Grade level: ​5th grade
Class Setting: ​General education class​ Length of lesson: ​45 min
Central Focus:
SWBAT find the volume of right rectangular prisms and display their knowledge of the volume
of right rectangular prisms by constructing both 2D rectangular and 3D right rectangular prisms
of a particular volume. They will then apply this knowledge to uncover the volume of different
right rectangular prisms given to them and irregular rectangular prisms. They will be able to
explain what they know about volume and how they can apply in to different figures to
accomplish this task
Lesson Title: ​Monster Math: Finding the volume of regular rectangular prisms and generating a
volume formula

For Unit Plan/Learning Segment​, 2 out of 3 ​:

Essential Question(s)​:
How do we use what we know about dimensions to generate formulas?
How do area and volume relate to one another?
How does the area formula relate to the volume formula?

Learning Standards:
NY-5.MD.3A and 3B:
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
NY-5.MD.4:
Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised
units.
NYSEL 1C.2b. Monitor progress on achieving a short-term personal goal.
NYSEL 2C.2b. Analyze ways to work effectively in groups.
NYSEL2D.2b. Apply constructive approaches in resolving conflicts.

Pre-Assessment:
I will hand students a worksheet that includes pictures of 2D and 3D objects they will be asked
to find the size of the 2D and 3D objects, label with proper units and explain why the object is
2D or 3D 85% of the students were able to determine the correct solution, and 75% were able
to explain the solution using the math terms. I determined that it was appropriate to move on,
but would differentiate for the students who did not get the right answer and/or could not
explain the right answer.

Learning Objectives​: Assessments​:

SWBAT explain why we use formulas in I will ask students in the initial phase why
mathematics to make things more efficient we use the formula for area in certain
scenarios instead of the counting method.
They will have a Turn and talk and then I
MATH LESSON PLAN 8

will cold call students to assess if they know

the importance of formulas in
SWBAT identify how layers/height impact mathematics.
the cubed units of a rectangular shape Turn and Talk with your neighbor. I will cold
through recognizing patterns. call to assess if my students understand the
counting method gone over last lesson and
SWBAT apply the formula LxWxH to other can apply it the same practice to volume
rectangular prisms I will continue to give the students volume
problems in a worksheet they can use the
LxWxH formula and they will hold up their
answers with dry erase boards so I can
assess if they grasp how to use the formula
to compute the answer

Differentiation: ​For groups of students or individuals was determined by the pre-assessment

described above, and in consultation with my cooperating teacher, as well as the Bilingual
teacher and the Special Education teacher, both of whom push-in my classroom.

● Gifted Learners: Gifted learners will be tasked with

○ Students will be given word problems in the worksheet in the concluding phase
instead of pictures
● ELL’s:
○ Students will be given scaffolding tools such as definitions of length, width,
volume, area, perimeter and volume with picture so they can refer to this during
the lesson
○ Students will be integrated with one other ELL and 2 other non ELL students
during group activities so they are exposed to language more but still have a
buddy to work with if they need language assistance
● Struggling Students:
○ Struggling students are identified as the 15% of students that got the pre
assessment answer incorrect.
■ They may be grouped together so the teacher can easily spend time with
them and give them the extra attention needed.
● I will bring in more math manipulatives that i gave to other
students and while i do the lesson so they can follow along with
their blocks
● I will also be meeting with them during the anticipatory set to go
over yesterday's lesson to help them catch up
■ Parts of the venn diagram will be filled in for them as well as the
worksheet in the concluding phase
● ADHD:
○ The student will have the schedule posted in order for them to be able to stay on
task
MATH LESSON PLAN 9

○ An adult will also be sitting with them in order for them to stay on task and a
checklist will be given

Academic Language:
Provide components of language that students need to learn and use in specific content areas.
Teachers need to consider: vocabulary, language, functions, (ex. analyze , interpret, argue, etc.),
syntax (ex. Sentences, diagrams, units), discourse (oral and written language).

Vocab
● Square unit
● Cubed unit
● Volume
● Length
● Width
● Height
● Dimension
● Formula
● rectangular prism

We will learn these definitions in class, with the teacher introducing the definition to the
students and students will explain the definition in their own words to be sure they understand
it.
Discourse
● Students will engage in class discussions, providing feedback and ideas.
● Students will engage in turn and talks, explaining their reasoning.
● Students will write their answers to volume problems.

Language Functions
● Students will describe how to find volume through the counting method and through
the formula for volume of a rectangular prism.
● Students will explain how the area and volume formulas are related.
● Students will explain why we need formulas.
● Students will explain their reasoning when problem solving.

Syntax
● Students will order length, width and height in the appropriate sections of the volume
formula
● Students will use appropriate sentence structure when giving explanations to problems
and when writing answers as sentences

Procedure:
Anticipatory Set
MATH LESSON PLAN 10

I will give students a do now where the will find a particular volume of a rectangular prism I
have on the board using the counting cubes method as a refresher of last lesson. I will also put
up a problem asking them to find the area using the area formula which they learned before
this unit
Initial Phase
● I will go over the do now through asking a students display their answer on the
board and walk us through their thinking.
○ I will also go over the area formula for students who forgot
● I will ask students why we use the formula for area in certain scenarios instead of
the counting method
○ Turn and talk and then cold calling of students reasoning to assess if they
know the importance of formulas in mathematics
○ This will serve as a transition from using the counting method to find
volume to using the formula length times width times height
● I will work with the students to generate a formula for volume
○ I will ask what is the formula for area
■ I will ask what are the dimensions for area
○ I will construct a shape with an area of 12 square units using math
manipulatives
○ I will layer the same area on top of the first area to create a box
■ I will ask students what is the volume of this box using what we
know about the area of the two shapes
■ What would happen if I put another area of 12 units on top what
would my volume be then
■ Does anyone see a pattern here? Prove it
● Turn and Talk with your neighbor (with each new layer the
area is increasing by its original area)
● I will cold call to assess if my students understand the
counting method gone over last lesson and can apply it the
same practice to volume
■ I will explain these layers can also be known as height
Middle Phase
● I will write out the formula LxWxH and I will use this formula to show how we
could have found our box’s volume this way and gotten the same Volume but
quicker
○ I will do this with the 2 layered one
○ I will do this with the 3 layered one
○ I will say if we had 10 layers of 12 square unit area on top of eachother
we could find that answer using the formula LxWxH
■ This larger number will show them how that would be hard to
count by hand
Concluding Phase
● I will introduce a picture of a box and ask them to find the volume of the box
with that formula
○ They will compare their answer with the people in their group
MATH LESSON PLAN 11

○ I will ask a student to demonstrate their findings on the board and

explain why they did what they did
● I will continue to give the students volume problems in a worksheet they can use
the LxWxH formula and they will hold up their answers with dry erase boards so I
can assess if they grasp how to use the formula or if we need to do a problem
together going back to the middle phase

Follow up: ​Students will be given a set of problems that give them a box diagram and they will
be asked to find the volume of the shape using both the counting method and volume formula
and explain why they know their answer is correct or they have the option of measuring any
regular prism at home and measuring it to find its volume and explain how they know its
correct either through a video or writing and handing it in

Materials:
● Cubes
● Worksheet
References and Resources:

Grade 5 Mathematics. (9371, January 01). Retrieved from

https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-overview

Self-Reflection of the lesson:

MATH LESSON PLAN 12

Date: ​3/10 Teacher’s Name: ​Ms. Wright

Subject: ​Math Grade level: ​5th grade
Class Setting: ​General education class​ Length of lesson: ​45 min
Central Focus:
SWBAT find the volume of right rectangular prisms and display there knowledge of the volume
of right rectangular prisms through constructing both 2D rectangular and 3D right rectangular
prisms of a particular volume. They will then apply this knowledge to uncover the volume of
different right rectangular prisms given to them such as tissue boxes, books, etc.
Lesson Title: ​ Monster Math: Finding the volume of irregular rectangular prisms
For Unit Plan/Learning Segment​, 3 out of 3 ​:
Essential Question(s)​:
How do we find the volume using the formula method
How do we find the volume using the counting method
Why does breaking up irregular shapes help us solve the problem

Learning Standards:
NY-5.MD.3A and 3B:
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
NY-5.MD.4:
Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and improvised
units.
NYSEL 1C.2b. Monitor progress on achieving a short-term personal goal.
NYSEL 2C.2b. Analyze ways to work effectively in groups.
NYSEL2D.2b. Apply constructive approaches in resolving conflicts.

Pre-Assessment:
Prior to this lesson student were given a set of problems that give them a box diagram and they
will be asked to find the volume of the shape using both the counting method and volume
formula and explained why they knew their answer is correct 85% of the students were able to
determine the correct solution, and 75% were able to explain the solution using the math
terms. I determined that it was appropriate to move on, but would differentiate for the
students who did not get the right answer and/or could not explain the right answer.

Learning Objectives​: Assessments​:

SWBAT justify in a debate format their I will then ask students to explain what
choice of selection for how to solve the a method they would use and why. We will
volume problem then have a math debate so I can assess if
students can use mathematical reasoning
to defend their method choice.
I will ask the students to find where the
believe they can see two regular prisms. I
MATH LESSON PLAN 13

SWBAT pick identify (out) where there are will cold call to assess if student are able to
two regular rectangular prisms in order to identify how to break apart regular
solve for volume using the volume formula rectangular prisms
I will give students a worksheet​ ​to find the
volume of irregular rectangular prisms and
SWBAT compute the correct volume of this will be their exit ticket
irregular shapes through the formula
method

Differentiation: ​For groups of students or individuals was determined by the pre-assessment

described above, and in consultation with my cooperating teacher, as well as the Bilingual
teacher and the Special Education teacher, both of whom push-in my classroom.

● Gifted Learners: Gifted learners will be tasked with

○ Students will be given word problems in the worksheet in the concluding phase
instead of pictures
● ELL’s:
○ Students will be given scaffolding tools such as definitions of length, width,
volume, area, perimeter and volume with picture so they can refer to this during
the lesson
○ Students will be integrated with one other ELL and 2 other non ELL students
during group activities so they are exposed to language more but still have a
buddy to work with if they need language assistance
● Struggling Students:
○ Struggling students are identified as the 15% of students that got the pre
assessment answer incorrect.
■ They may be grouped together so the teacher can easily spend time with
them and give them the extra attention needed.
■ Parts of the venn diagram will be filled in for them as well as the
worksheet in the concluding phase
● ADHD:
○ The student will have the schedule posted in order for them to be able to stay on
task
○ An adult will also be sitting with them in order for them to stay on task and a
checklist will be given

Academic Language:
Provide components of language that students need to learn and use in specific content areas.
Teachers need to consider: vocabulary, language, functions, (ex. analyze , interpret, argue, etc.),
syntax (ex. Sentences, diagrams, units), discourse (oral and written language).

Vocab
● Square unit
● Cubed unit
MATH LESSON PLAN 14

● Volume
● Length
● Width
● Height
● Dimension
● Formula
● rectangular prisms

We will learn these definitions in class, with the teacher introducing the definition to the
students and students will explain the definition in their own words to be sure they understand
it.

Discourse
● Students will engage in class discussions, providing feedback and ideas.
● Students will engage in turn and talks, explaining their reasoning.
● Students will write their answers to volume problems.

Language Functions
● Students will describe how to find volume through the counting method and through
the formula for volume of a rectangular prism by breaking up the irregular shape.
● Students will justify their reasoning when problem solving.

Syntax
● Students will order length, width and height in the appropriate sections of the volume
formula
● Students will use appropriate sentence structure when giving explanations to problems
and when writing answers as sentences

Procedure:
Anticipatory Set
I will give students a do now where the will find a particular volume of a rectangular prism I
have on the bored using the counting cubes method and using the formula as a refresher of last
lesson. I will they have them explain which method they would use for this particular problem
● I will go over the do now through asking a students display their answer on the
board and walk us through their thinking.
○ I will then ask students to explain what method they would use and why
○ We will then have a math debate so I can assess if students can use
mathematical reasoning to defend their method choice
Initial Phase
● I will ask my students to recall the volume formula
○ I will ask what are the dimensions for area
○ I will construct a shape with an area of 12 square units using math
manipulatives
MATH LESSON PLAN 15

○ I will layer the same area on top of the first area to create a box
○ I will layer a box with an area of 3 units in length 2 units in width and 4
units in height
■ I will ask students what is the volume of this box using either the
counting or volume method after they work on it with there
groups and they present their answer on whiteboards for
assessment
○ After students share their answers and explanation as to how they
generated this answer I will introduce the process of breaking up the
figure into two seperate regular prisms and using the volume formula to
compute the correct answer.
■ What I see here is two regular prisms on top of each other so what
would happen if I find the volume of the first prism and add that to
the volume of the second prism? Let's find out *does it* is that
that the same answer we would get with counting the boxes
*proves it*
Middle Phase
● I will construct another example using math manipulatives similar to the one in
the initial phase
○ I will ask the students to find where the believe they can see two regular
prisms
○ I will cold call to assess if student are able to identify how to break apart
regular prisms
○ Once we do that part together I will ask students to compute the volume
using the method we did in the initial phase with the volume formula
students will hold up their response using white boards so i can assess
their computation
● I will construct another example using math manipulatives similar to the one in
the initial phase
○ They will do this problem completely on their own and I will assess their
computation by students will hold up their response using white boards
○ If students are not getting the right answer we need to do a problem
together
Concluding Phase
● I will give students a worksheet​ ​to find the volume of irregular rectangular
prisms
● They will then explain how both their knowledge of the counting method and
their knowledge of the volume could be used to find the volume for irregular
shapes
● This will be their exit ticket

Follow up: ​Students will be given a set of problems that give them different irregular
rectangular prisms and they will be asked to find the volume of the shape using the volume
formula and explain why they know their answer is correct or like last lesson they can construct
MATH LESSON PLAN 16

their own irregular object with other regular prisms they have at home and explain why they
know their answer is correct

Materials:
● Cubes
● worksheet
References and Resources:

Grade 5 Mathematics. (9371, January 01). Retrieved from

https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-overview
MATH LESSON PLAN 17

Summative Assessment

Lesson 1:
● SWBAT correctly identify what dimensions are included in perimeter, area, and volume.
● SWBAT create a definition for a square unit using proper math vocabulary
● SWBAT create a definition for a cubed unit using proper math vocabulary
● SWBAT construct area and volumes using math manipulatives and find their proper
units
Lesson 2:
● SWBAT explain why we use formulas in mathematics to make things more efficient
● SWBAT identify how layers/height impact the cubed units of a rectangular shape
through recognizing patterns.
● SWBAT apply the formula LxWxH to other rectangular prisms
Lesson 3:
● SWBAT debate their choice of selection for how to solve the a volume problem
● SWBAT pick out where there are two regular rectangular prisms in order to solve for
volume using the volume formula
● SWBAT compute the correct volume of irregular shapes through the formula method
MATH LESSON PLAN 18

1. Fill in the blanks

a. Perimeter has ____ dimension(s). Those dimension(s) are/is

__________________________________________________________.

b. Area has ____ dimension(s). Those dimension(s) are/is

__________________________________________________________.

c. Volume has ____ dimension(s). Those dimension(s) are/is

__________________________________________________________.

2. Circle the correct answer and explain your reasoning.

a. A solution for area is written in (square or cubed) units. Justify your

answer through either a picture with labeling or words

b. A solution for volume is written in (square or cubed) units. Justify your

answer through either a picture with labeling or words
MATH LESSON PLAN 19

3. This can either be done with a picture in the explaination or writing

5:
MATH LESSON PLAN 20

Rubric

1A Student gives neither Student gives the Student gives both

the correct dimension correct dimension but the correct dimension
or list doesn’t list and list
Any of the types of any of the types of any of the types of
dimensions (0) dimensions or list dimensions (2)
them incorrectly (1)

Or

Student does not

gives the correct
dimension but list the
types of dimensions
(1)

1B Student gives neither Student gives the Student gives both

the correct unit or list correct dimension but the correct dimension
Any of the types of doesn’t list and list
dimensions (0) any of the types of any of the types of
dimensions or list dimensions (2)
them incorrectly (1)

Or

Student does not

gives the correct
dimensionbut list the
types of dimensions
(1)

1c Student gives neither Student gives the Student gives both

the correct unit or list correct dimension but the correct dimension
Any of the types of doesn’t list and list
dimensions (0) any of the types of any of the types of
dimensions or list dimensions (2)
them incorrectly (1)

Or

Student does not

gives the correct
dimension but list the
types of dimensions
(1)
MATH LESSON PLAN 21

2A Student gives neither Student gives the Student gives both

the correct unit or correct unit but does the correct unit and
provides an not explain why (2) provides an
explanation as to why Or explanation as to why
(0) Student does not give (3)
the correct unit but
does explain why (1)

2B Student gives neither Student gives the Student gives both

the correct unit or correct unit but does the correct unit and
provides an not explain why (2) provides an
explanation as to why Or explanation as to why
(0) Student does not give (3)
the correct unit but
does explain why (1)

3 Student gives neither Student gives the Student gives both

the correct volume or correct volume but the correct volume
provides an fails to provide an and provides an
explanation as to why explanation as to why explanation as to why
(0) (1-3) (6)
Or
Student gives the
wrong volume but
provides an
explanation as to why
(1-3)

4 Both the drawing and The drawing The drawing

number labeling are decomposition is decomposition is
incorrect (0) correct but the fill in correct and the fill in
the blanks arent (3) the blanks are (6)
Or
The drawing
decomposition is
incorrect but the fill in
the blanks are (1-3)

5 The student thinks Student agrees with Student agrees with

there are 4 cubes the older brother that the older brother that
and does not explain there are 5 cubes there are 5 cubes
why there is 5 and vaguely explains and explains why but
why but doesn't use using proper math
proper math vocabulary and uses
vocabulary or use the the counting method
counting method explanation or
MATH LESSON PLAN 22

explanation or volume explaination

volume explaination we learned in class
we learned in class (5)
(1-4)

Total