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4-GM-2-3

Page history last edited by Brenda Butz 6 years, 2 months ago

4.GM.2.3 Using a variety of tools and strategies, develop the concept that the volume of rectangular prisms with whole-number edge lengths can be found by counting the total number of same-sized unit cubes that fill a shape without gaps or overlaps.

In a Nutshell

Volume can be found by counting the total number of same-sized unit cubes that fill a rectangular prism (cm cubed). In 4th grade, students will only find volume of rectangular prisms.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding of the attribute of volume by using cubes to find volume of rectangular prisms, in a variety of representations. Develop the ability to make conjectures, model, and generalize about volume by building rectangular prisms with cubes. Use the edge lengths of these prisms to generalize that multiplication can be used to determine volume. Develop mathematical reasoning by explaining why the volume of a figure must be expressed in cubic units.	Support productive struggle by providing opportunities for students to model rectangular prisms using specified numbers of cubes, and to find the volume of various rectangular prisms using cubes. Use and connect mathematical representations by providing students with several varieties of volume tasks, including manipulative, electronic, and pictorial examples. Pose purposeful questions to assess student understanding that multiplication can be used to help determine the number of cubes needed to describe the volume of a rectangular prism.
Key Understandings	Misconceptions
The volume of a rectangular prism can be found by counting the total number of same-sized unit cubes that fill the shape. There are ways to find volume in a variety of representations, including manipulative, electronic, and pictorial. Volume is expressed in cubic units.	Units of measurement for perimeter, area and volume are interchangeable. Volume can be found by determining the area of one face of a rectangular prism and multiplying it by the number of faces. Area and volume are the result of plugging numbers into a formula, and have no conceptual understanding of these attributes. Cubes which cannot be seen need not be counted.