5.MD.3 - About the Math, Learning Targets, and Rigor

Grade 5 Measurement

5.MD.3

About the Math

Full Standard

Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

  1. 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.
  2. 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.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

5th Grade Students Learning 5th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and statistics.
4th Grade Students Learning 5th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.

 

Learning Targets (I can)

  • Identify volume as an attribute of a solid figure.
  • Recognize that a cube with a 1 unit side length is "one cubic unit" of volume.
  • Explain how to find the volume of a figure.

 

About the Math

Volume is foundational measurement. It has obvious and endless real world applications. Student understanding begins with the conceptual meaning of volume that leads to the procedural finding of volume. Volume can be used to illustrate properties of multiplication. Essential vocabulary for this standard includes: volume, unit, cube, and cubic units. Visit the online dictionary Links to an external site. or visual math dictionary Links to an external site. for vocabulary support.

 

 

 

 

 

 

 

 

Progression of Standard within Grade 5

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
   
  • Identify volume as an attribute of a solid figure.
  • Recognize that a cube with a 1 unit side length is "one cubic unit" of volume.
  • Explain how to find the volume of a figure.

 

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3 Grade 6
  • Recognize area as an attribute of plane figures (3.MD.5)
  • Find the volume of prisms with formula and fractional edge lengths (6.G.2)

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction. 

  • Why are the units in volume “cubed”?
  • What are two situations in which you would want to know the volume of something?
  • How are area and volume alike and different?
  • How many different ways can you pack twelve brownies, all the same size, to fit into a box?
  • A box has the dimensions of 5 cm x 2 cm x 4 cm. Can you create a box with different dimensions but that holds the same number of cubic centimeters (volume)?
  • I packed 24 centimeter cubes inside of a container. What might the dimensions of the container be? What are other possible dimensions? What is I had 36 centimeter cubes? What if I had 48 centimeter cubes? 
  • Draw two solid figures that each have a volume of 25 cubic units.

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 11 • measurement: Volume and Conversions

Concept of Volume:

 

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

A30Y5W

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages

 

Teaching Student-Centered Mathematics

3-5

 

Box Comparisons-Cubic Units, Activity 9.10, Page 267
Hands-On Standards 5-6 144 "Volume of a Rectangular Solid"
Brain Compatible Activities for Mathematics 4-5 107-109

Math In Practice

Teaching Fifth-Grade Math

 5 Module13

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

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Assessment

Learning Targets

rubric

  • Identify volume as an attribute of a solid figure.
  • Recognize that a cube with a 1 unit side length is "one cubic unit" of volume.
  • Explain how to find the volume of a figure.

 

Learning targets identify what students should be able to do.  This rubric can be applied to tasks and observations for assessment and/or grading. 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.

 

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.