Locker Design Challenge

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

5

Overview

This activity is a performance task where students design a locker with a specific volume.  They must create two different rectangular prisms with the same volume and record the length, width, and height of each one.  They must also choose which dimensions are the most appropriate for a locker and use reasoning to support their choice.

Phase

After/Explain/Elaborate
Mathematics (2019) Grade(s): 5

MA19.5.18

Identify volume as an attribute of solid figures, and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised (non-standard) units.

UP:MA19.5.18

Vocabulary

  • Volume
  • Cube
  • Cubic unit
  • Unit cube
  • Space
  • Three-dimensional
  • Attribute

Knowledge

Students know:
  • strategies or the formula to find the area of a rectangle.

Skills

Students are able to:
  • Count unit cubes to find volume.
  • Demonstrate volume by packing a solid figure with unit cubes.

Understanding

Students understand that:
  • volume represents the amount of space enclosed in a three-dimensional figure and is measured by the number of same-size cubes that exactly fill the interior space of the object.
Mathematics (2019) Grade(s): 5

MA19.5.19

Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

UP:MA19.5.19

Vocabulary

  • Volume
  • Unit cube
  • Rectangular prism
  • Base
  • Base-area
  • Dimensions
  • Face
  • Length
  • Width
  • Height
  • Layers
  • Edge
  • Equivalent
  • Conservation of volume
  • Attribute
  • Composition
  • Decomposition
  • Formula

Knowledge

Students know:
  • Measurable attributes of area and how it relates to finding the volume of objects.
  • Units of measurement for volume, specifically unit cubes.

Skills

Students are able to:
  • Solve word problems involving volume.
  • Use associative property of multiplication to find volume.
  • Relate operations of multiplication and addition to finding volume.
  • Apply formulas to find volume of right rectangular prisms.
  • Find volume of solid figures composed of two rectangular prisms.

Understanding

Students understand that:
  • Volume is a derived attribute based on a length unit and can be computed as the product of three length measurements or as the product of one base area and one length measurement.
  • Volume is an extension of area and can be found as the area of the base being repeated for a given number of layers.

Learning Objectives

Students will solve a real-world problem involving volume by creating two different rectangular prisms with a given volume.

Students will make a connection between packing a prism with unit cubes and multiplying the three edge lengths to determine volume.

Activity Details

  • Give students the Locker Design Challenge sheet.
  • Students can use centimeter cubes, unifix cubes, or digital cubes.
  • Students are tasked with designing two different rectangular prisms with the same volume.  Go over the task with the students and make sure they understand the problem.
  • Students record their designs and the dimensions on the sheet.
  • The final question asks students to choose which dimensions are most appropriate for a locker and support their choice.

Assessment Strategies

Evaluate student responses to determine if they were able to solve a real-world problem involving volume; students should have created two different rectangular prisms with the given volume.

Use questioning, formative assessment strategies, and students' written responses to determine if students were able to make connections between counting unit cubes to find the volume and multiplying the three edge lengths.

Variation Tips

For struggling students, you can provide support by creating one of the designs so that students have to find a new shape with the same volume.  Students may also work in pairs for extra support.

For enrichment, the volume requirements can be adjusted.  For example, the lockers could be 60 in3 or 150,000 cm3 (to make connections with measurement conversion standards).

Background / Preparation

Each student will need a copy of the Locker Design Challenge sheet and a set of at least 36 cubes (or access to digital equivalents).

Learning Activity (Before)

Volume Warm-Up

Learning Activity (During)

Sugar Cubes Lab

Learning Activity (After)

Locker Design Challenge
Locker Design Challenge Sheet
https://docs.google.com/presentation/d/1WYkskYb0gYfpBIJ6c91TTW1dCU2oTLbLjyqk43O…

Approved Date

Owner (Author)

seasley
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