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Print Thing Tag# Summary

Lesson on Volume. You can change the total volume to any number you find acceptable.

# Standards

# Overview and Background

Students will have to understand what the Base, Width, and Height is on a quadrilateral. Students will also need to understand the Base x Width x Height gives you the volume of a quadrilateral.

# Lesson Plan and Activity

**Lesson Plan**

- Essential Knowledge, Learning Standard(s) and Benchmarks

What students will know and be able to do

MAFS.5.MD.3.3 Recognize volume as an attribute of solid figures and understand concepts of

volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one

cubic unit” of volume, and can be used to measure volume.

b. A solid figure which can be packed without gaps or overlaps using n unit

cubes is said to have a volume of n cubic units.

MAFS.5.MD.3.5 Relate volume to the operations of multiplication and addition and solve real

world and mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side

lengths by packing it with unit cubes, and show that the volume is the

same as would be found by multiplying the edge lengths, equivalently by

multiplying the height by the area of the base. Represent threefold wholenumber

products as volumes, e.g., to represent the associative property

of multiplication.

b. Apply the formulas V = l × w × h and V = B × h for rectangular prisms to

find volumes of right rectangular prisms with whole-number edge lengths

in the context of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of

two non-overlapping right rectangular prisms by adding the volumes of

the non-overlapping parts, applying this technique to solve real world

Problems.

Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or

imaginative solutions.

4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts

or solving authentic problems.

4b Students select and use digital tools to plan and manage a design process that considers design constraints and

calculated risks.

4c Students develop, test and refine prototypes as part of a cyclical design process. - Essential Questions

How do I find same volume in different shaped quadrilaterals?

How do I use Base x Width x Height to find the volume of a quadrilateral?

How do I measure the Base Width and Height of quadrilateral? - Assessment

Culminating demonstration of student learning. What will the students do to demonstrate their understanding of the Essential

Knowledge, Learning Standards, and Benchmarks identified for this unit?

Students will be assessed based on the 3d printed quadrilaterals with a total volume of 240 cubic millimeters. They can

have many different solutions.

Examples can have more answers:

240x1x1=240

120x2x1=240

30x4x2=240

40x3x2=240

6x20x2=240 - Teaching/Presentation/Student Learning Experiences (type in gray area only)

Subject Establish the context activating prior

knowledge, providing background

knowledge and experiences,

unraveling confusions.

List the technological literacy

components that students will

learn from this project

Curriculum connection

of the 3D project

Content Area(s) Science

Technology

Engineering

Math

planning, Calculating,

Designing, Solving, Creating,

Testing.

Students will create and use

3D objects to understand the

volume of multiple

quadrilaterals that have the

same volume but different

sizes.

Teacher Preparation Enter step-by-step instructions include photos/video when possible - Introduce volume of a quadrilateral by showing students 3D quadrilaterals. Show students the base,

width, and height. - Explain to students the calculation for solving the volume of a quadrilateral is Base x Width x Height.
- Show students how to get the volume with a shape that has a Base of 12 mm a Height of 2 mm and

width of 10 mm. When multiplied together you get 240 cubic mm. - Explain that quadrilaterals can have different shapes but have the same volume.
- Split students into small groups of 2 or 3.
- Get on Tinkercad and show students the quadrilateral character and show the class the Base, Width, and

Height and how to change each. - Give students the challenge of creating 3 quadrilaterals on Tinkercad with the total volume of 240 cubic

mm.

Student Activity Enter step-by-step instructions include photos/video when possible - Log on to Tinkercad.
- Create and solve equations that equal a total of 240 cubic mm using Base x Width x Height
- Create a design using paper an pencil of a quadrilateral with a volume of 240 cubic mm.
- Using Tinkercad create 3 different quadrilaterals with 240 cubic mm as the volume and print using

Makerbot Print. - Technology – Hardware (Check boxes of all equipment being used/needed)

X MakerBot 3D printer

☐ Computer/Surface Tablets

X Chromebooks

X iPads/tablets

☐ Digital camera

☐ Document camera

☐ Printer

☐ Projection system

☐ Scanner

☐ Speakers

X Television/Monitor and Apple TV

☐ Video camera

☐ Interactive whiteboard

☐ Other:

Technology – Software (Check boxes of all software needed.)

X MakerBot Print

X MakerBot Mobile

X 3D Modeling tool/app

Specific modeling apps:

Tinkercad

☐ Audio editing

☐ Concept mapping

☐ Coding tools

☐ Database/Spreadsheet

☐ Desktop publishing

☐ E-mail

☐ Image editing

☐ Online database

☐ Web page development

☐ Web 2.0 tools

☐ Word processing

☐ Video editing

☐ Other and specific apps:

# Materials Needed

Meter Stick, Paper, Pencil, Computers (internet access), 3D printer, Filament