5.MD.4 - About the Math, Learning Targets, and Rigor

Full Standard

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Measurement Topic

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

Learning Targets (I can)

• Estimate the volume of a solid figure.
• Measure the volume of a solid figure by filling it with cubes and counting the number.

About the Math

This standard builds on the concept of volume introduced in grade 5. 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 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.

TASKS

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

• A prism was made with four layers each of nine cubes. What other ways can you make a prism with the same volume as that one?
• Create two different shapes with a volume of 32 cubic inches. What are the dimensions of each shape?
• A rectangular prism has a volume of 36 cubic units and one of its dimensions is 3. What might the other dimensions be?
• A factory has a box with the dimensions 3 in x 2 in x 5 in. Can you design a box that will hold twice as much? What will the dimensions be? What is another possibility?
• Two prisms are joined together and have a combined volume of 60 cubic units. What could be the dimensions of the two prisms? (for example: 2 x 4 x 3 = 24 and 9 x 2 x 2 = 36 so together they equal 60 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.

Additional Tasks 

  These links provide instructional ideas connected to this standard.

• Packing Sugar Links to an external site. (3 Act Task, G.Fletcher)
• Cube Conversations Links to an external site. (downloadable ppts by Steve Wyborney) 

• Engage NY- 3 Lessons (5.MD.3, 5.MD.4) Links to an external site. (EngageNY Lesson)

• Community Garden Download Community Garden
  (Utah Core Academy)
• How Many Peas Download How Many Peas
  (Utah Core Academy)
• Breakfast For All  Links to an external site.(Georgia Department of Education, pg. 89-92)

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	Module 13

Centers

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

• Make it, Fill it, Find it...Volume Download Make it, Fill it, Find it...Volume
   (HCPSS-adapted print resource)
• Boxes, Boxes, Boxes Download Boxes, Boxes, Boxes
  (HCPSS-adapted print resource)
• View and Volume of Structures Download View and Volume of Structures
  (HCPSS-adapted print resource)

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.

• Measure Volume a Links to an external site.
• Measure Volume b Links to an external site.
• Measure Volume by Counting Cubes 1 Links to an external site.
• Measure Volume by Counting Cubes 2 Links to an external site.
• Measure Volume by Counting Cubes 3 Links to an external site.
• Measure Volume by Counting Cubes 4 Links to an external site.

Learning Targets

• Estimate the volume of a solid figure.
• Measure the volume of a solid figure by filling it with cubes and counting the number.

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

Rubric for Tasks Links to an external site.

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.