Volume with Cubic Units | Solve and Snip® | 5th

Volume with Cubic Units |  Solve and Snip® | 5th
Volume with Cubic Units |  Solve and Snip® | 5th
Volume with Cubic Units |  Solve and Snip® | 5th
Volume with Cubic Units |  Solve and Snip® | 5th
Volume with Cubic Units |  Solve and Snip® | 5th
Volume with Cubic Units |  Solve and Snip® | 5th
File Type

PDF

(4 MB|3 student pages, 2 answer key pages)
Standards
Also included in:
  1. Solve and Snips are Interactive Practice Problems for skills aligned with TEKS and Common Core that each include 10 Word Problems and self-checking answer choices to use in your classroom.In each Solve and Snip students will read a word problem and use the second column to show their work to solve t
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Learning Objective

Students will use the formula for volume to identify how many cubic units fit into a given 3D shape.

  • Product Description
  • StandardsNEW

In the Volume with Cubic Units Word Problems Solve and Snip® students will read a word problem about Pirates and then solve the problem by using various problem-solving methods and showing work in the show work area. Then once they have solved their problem, they will find the correct answer in the solutions bank and glue it in the answer column for the correct problem.

Included in the Volume with Cubic Units Solve and Snip® are:

  • 2 Pages of Volume with Cubic Units Solve and Snip® practice problems (set of 10)
  • 1 page of Solutions (4 per page)
  • Answer Key

**These activities can also be found in the Solve and Snip Bundle and Fifth Grade Solve and Snip Bundle.

All activities are aligned to 5th Grade Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS) and Oklahoma Academic Standards (OAS) and meant to be able to be used in any 5th-grade classroom.

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Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. Please contact me via email for additional licenses. Site and District Licenses are also available.

4mulaFun™, Flippables®, Solve and Snip®, and Interactivities® are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc. dba 4mulaFun™), and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright ©Smith Curriculum and Consulting All rights reserved.

DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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 whole-number products as volumes, e.g., to represent the associative property of multiplication.
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Total Pages
3 student pages, 2 answer key pages
Answer Key
Included
Teaching Duration
1 hour
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