Then ask, “How is this method similar to the layering method? How is it different?” Share students’ ideas.Ħ. Ask other students to explain why they agree or disagree that this method would work for all rectangular prisms. If a group has suggested multiplying length × width × height, first have students discuss why this method works. Ask students if they agree or disagree that the method would work for all rectangular prisms and why.Ĭ. Any time a student uses language associated with layering, ask at least two other students to repeat it. Namely, focus the discussion on methods that involve layering-finding the number of cubes in one layer by multiplying length × width, then multiplying this by the number of layers, which is the height of the prism. Pick the methods you would like everyone to discuss based on the mathematics. For example, “What do you think about that suggestion? Do you think it makes sense to add it to what you wrote? Why?”ī. If a student makes a suggestion on how to revise a method that he or she did not write, check back with the students who wrote it. Briefly discuss which methods may need a little revision or editing. Conduct a whole-class discussion to discuss certain methods.Ī. If the method does work, think about why it works and whether it will work for all rectangular prisms.” Give students time to do this with their partners.ĥ. If you get stuck, think about how you might edit the method so that it works. With your partner, see if you can apply each of the methods displayed to a three-by-four-by-five-unit prism. Before we think about whether they work for all prisms, let’s test them with one prism. If groups have identical methods, post the methods both times.Ĥ. Post each group’s method where everyone can see it. Give the groups interlocking cubes to help them develop their methods.ģ. Say, “As a group, develop a method for finding the volume of a rectangular prism.” Let students work in groups of three or four for about eight to ten minutes. Today, I’d like for us to talk as a whole class about our methods.” Write the following where everyone can see it: Method for finding the volume of a rectangular prism. Connect to the previous class periods where students spent time finding the volume of rectangular prisms: “Over the past few days, many of you have developed methods for finding the volume of any rectangular prism. Ask students, “What does each term mean?” Conduct a brief whole-class discussion about each definition.Ģ. Begin this lesson by reviewing the terms rectangular prism, volume, and cubic unit.
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