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New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 5

Table of Contents
GRADE 5 • MODULE 5
Addition and Multiplication with Volume and Area
Module Overview ......................................................................................................... i

Topic A: Concepts of Volume ................................................................................. 5.A.1

Topic B: Volume and the Operations of Multiplication and Addition ..................... 5.B.1

Topic C: Area of Rectangular Figures with Fractional Side Lengths ........................ 5.C.1

Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes ...........5.D.1

Module Assessments ............................................................................................. 5.S.1

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 i

© 2014 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
5 5
New York State Common Core

Grade 5 • Module 5
Addition and Multiplication with
Volume and Area
OVERVIEW
In this 25-day module, students work with two- and three-dimensional figures. Volume is introduced to
students through concrete exploration of cubic units and culminates with the development of the volume
formula for right rectangular prisms. The second half of the module turns to extending students’
understanding of two-dimensional figures. Students combine prior knowledge of area with newly acquired
knowledge of fraction multiplication to determine the area of rectangular figures with fractional side lengths.
They then engage in hands-on construction of two-dimensional shapes, developing a foundation for
classifying the shapes by reasoning about their attributes. This module fills a gap between Grade 4’s work
with two-dimensional figures and Grade 6’s work with volume and area.
In Topic A, students extend their spatial structuring to three dimensions through an exploration of volume.
Students come to see volume as an attribute of solid figures and understand that cubic units are used to
measure it (5.MD.3). Using improvised, customary, and metric units, they build three-dimensional shapes,
including right rectangular prisms, and count units to find the volume (5.MD.4). By developing a systematic
approach to counting the unit cubes, students make connections between area and volume. They partition a
rectangular prism into layers of unit cubes and reason that the number of unit cubes in a single layer
corresponds to the number of unit squares on a face. They begin to conceptualize the layers themselves,
oriented in any one of three directions, as iterated units. This understanding allows students to reason about
containers formed by nets, reasonably predict the number of cubes required to fill them, and test their
prediction by packing the container.
Concrete understanding of volume and multiplicative reasoning (5.MD.3) come together in Topic B as the
systematic counting from Topic A leads naturally to formulas for finding the volume of a right rectangular
prism (5.MD.5). Students solidify the connection between volume as packing and volume as filling by
comparing the amount of liquid that fills a container to the number of cubes that can be packed into it. This
connection is formalized as students see that 1 cubic centimeter is equal to 1 milliliter. Complexity increases
as students use their knowledge that volume is additive to partition and calculate the total volume of solid
figures composed of non-overlapping, rectangular prisms. Word problems involving the volume of
rectangular prisms with whole number edge lengths solidify understanding and give students opportunity to
reason about scaling in the context of volume. This topic concludes with a design project that gives students
the opportunity to apply the concepts and formulas they have learned throughout Topics A and B to create a
sculpture of a specified volume composed of varied rectangular prisms with parameters given in the project
description.
In Topic C, students extend their understanding of area as they use rulers and set squares to construct and
measure rectangles with fractional side lengths and find their areas. They apply their extensive knowledge of
fraction multiplication to interpret areas of rectangles with fractional side lengths (5.NF.4b) and solve real
world problems involving these figures (5.NF.6), including reasoning about scaling through contexts in which

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 ii

volumes are compared. Visual models and equations are used to represent the problems through the Read-
Draw-Write protocol.
In Topic D, students draw two-dimensional shapes in order to analyze their attributes and use those
attributes to classify them. Familiar figures, such as parallelograms, rhombuses, squares, trapezoids, etc.,
have all been defined in earlier grades, and by Grade 4 students have gained an understanding of shapes
beyond the intuitive level. Grade 5 extends this understanding through an in-depth analysis of the properties
and defining attributes of quadrilaterals. Grade 4’s work with the protractor is applied in order to construct
various quadrilaterals. Using measurement tools illuminates the attributes used to define and recognize each
quadrilateral (5.G.3). Students see, for example, that the same process that they used to construct a
parallelogram will also produce a rectangle when all angles are constructed to measure . Students then
analyze defining attributes and create a hierarchical classification of quadrilaterals (5.G.4).

Focus Grade Level Standards

Apply and extend previous understanding of multiplication and division to multiply and
divide fractions.1
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.

1
The balance of this cluster is addressed in Module 4.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 iii

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be
found by multiplying the side lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent the problem.

Geometric measurement: understand concepts of volume and relate volume to

multiplication and addition.
5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. 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.
b. 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.
5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
units.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
a. 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.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of
right rectangular prisms with whole-number edge lengths in the context of solving real
world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping parts,
applying this technique to solve real world problems.

Classify two-dimensional figures into categories based on their properties.

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to
all subcategories of that category. For example, all rectangles have four right angles and
squares are rectangles, so all squares have four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 iv

Foundational Standards
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area
measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit”
of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the flooring
and the length, by viewing the area formula as a multiplication equation with an unknown
factor.
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of
the rays, by considering the fraction of the circular arc between the points where the two
rays intersect the circle. An angle that turns through 1/36 of a circle is called a “one-
degree angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n
degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.
4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping
parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve
addition and subtraction problems to find unknown angles on a diagram in real world and
mathematical problems, e.g., by using an equation with a symbol for the unknown angle
measure.
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.
4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 v

equivalently, as the result of a sequence of operations a × q  b. For example, use a

visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation.
Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students work toward a solid
understanding of volume through the design and construction of a three-dimensional
sculpture within given parameters.
MP.2 Reason abstractly and quantitatively. Students make sense of quantities and their
relationships when they analyze a geometric shape or real life scenario and identify,
represent, and manipulate the relevant measurements. Students decontextualize when they
represent geometric figures symbolically and apply formulas.
MP.3 Construct viable arguments and critique the reasoning of others. Students analyze shapes,
draw conclusions, and recognize and use counter-examples as they classify two-dimensional
figures in a hierarchy based on properties.
MP.4 Model with mathematics. Students model with mathematics as they make connections
between addition and multiplication as applied to volume and area. They represent the area
and volume of geometric figures with equations, and vice versa, and represent fraction
products with rectangular areas. Students apply concepts of volume and area and their
knowledge of fractions to design a sculpture based on given mathematical parameters.
Through their work analyzing and classifying two-dimensional shapes, students draw
conclusions about their relationships and continuously see how mathematical concepts can
be modeled geometrically.
MP.6 Attend to precision. Mathematically proficient students try to communicate precisely with
others. They endeavor to use clear definitions in discussion with others and in their own
reasoning. Students state the meaning of the symbols they choose, including using the equal
sign consistently and appropriately. They are careful about specifying units of measure, and
labeling axes to clarify the correspondence with quantities in a problem. They calculate
accurately and efficiently, express numerical answers with a degree of precision appropriate
for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school, they have learned to examine
claims and make explicit use of definitions.
MP.7 Look for and make use of structure. Students discern patterns and structures as they apply
additive and multiplicative reasoning to determine volumes. They relate multiplying two of
the dimensions of a rectangular prism to determining how many cubic units would be in each
layer of the prism and relate the third dimension to determining how many layers there are in
the prism. This understanding supports students in seeing why volume can be computed as
the product of three length measurements or as the product of one area by one length
measurement. In addition, recognizing that volume is additive allows students to find the
total volume of solid figures composed of more than one non-overlapping right rectangular
prism.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 vi

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
5.MD.3 A Concepts of Volume 3
5.MD.4 Lesson 1: Explore volume by building with and counting unit cubes.
Lesson 2: Find the volume of a right rectangular prism by packing with
cubic units and counting.
Lesson 3: Compose and decompose right rectangular prisms using layers.

5.MD.3 B Volume and the Operations of Multiplication and Addition 6

5.MD.5 Lesson 4: Use multiplication to calculate volume.
Lesson 5: Use multiplication to connect volume as packing with volume
as filling.
Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms.
Lesson 7: Solve word problems involving the volume of rectangular
prisms with whole number edge lengths.
Lessons 8–9: Apply concepts and formulas of volume to design a sculpture
using rectangular prisms within given parameters.

Mid-Module Assessment: Topics A–B (assessment 1 day, return ½ day, 2

remediation or further applications ½ day)

5.NF.4b C Area of Rectangular Figures with Fractional Side Lengths 6

5.NF.6 Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing, and
relate to fraction multiplication.
Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-
by-fraction side lengths by tiling, record by drawing, and relate
to fraction multiplication.
Lesson 12: Measure to find the area of rectangles with fractional side
lengths.
Lessons 13: Multiply mixed number factors, and relate to the distributive
property and the area model.
Lessons 14–15: Solve real world problems involving area of figures with
fractional side lengths using visual models and/or equations.

5.G.3 D Drawing, Analysis, and Classification of Two-Dimensional Shapes 6

5.G.4 Lesson 16: Draw trapezoids to clarify their attributes, and define

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 vii

trapezoids based on those attributes.

Lesson 17: Draw parallelograms to clarify their attributes, and define
parallelograms based on those attributes.
Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and
define rectangles and rhombuses based on those attributes.
Lesson 19: Draw kites and squares to clarify their attributes, and define
kites and squares based on those attributes.
Lesson 20: Classify two-dimensional figures in a hierarchy based on
properties.
Lesson 21: Draw and identify varied two-dimensional figures from given
attributes.

End-of-Module Assessment: Topics A–D (assessment 1 day, return ½ day, 2

remediation or further applications ½ day)

Total Number of Instructional Days 25

Terminology
New or Recently Introduced Terms
 Base (one face of a three-dimensional solid—often thought of as the surface upon which the solid
rests)
 Bisect (divide into two equal parts)
 Cubic units (cubes of the same size used for measuring)
 Height (adjacent layers of the base that form a rectangular prism)
 Hierarchy (series of ordered groupings of shapes)
 Unit cube (cube whose sides all measure 1 unit; cubes of the same size used for measuring volume)
 Volume of a solid (measurement of space or capacity)

Familiar Terms and Symbols2

 Angle (the union of two different rays sharing a common vertex)
 Area (the number of square units that covers a two-dimensional shape)
 Attribute (given quality or characteristic)
 Cube (three-dimensional figure with six square sides)
 Degree measure of an angle (subdivide the length around a circle into 360 arcs of equal length; a
central angle for any of these arcs is called a one-degree angle and is said to have angle measure 1

2
These are terms and symbols students have seen previously.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 viii

degree)
 Face (any flat surface of a three-dimensional figure)
 Kite (quadrilateral with two equal sides that are also adjacent; a kite can be a rhombus if all sides are
equal)
 Parallel lines (two lines in a plane that do not intersect)
 Parallelogram (four-sided closed figure with opposite sides that are parallel)
 Perpendicular (two lines are perpendicular if they intersect, and any of the angles formed between
the lines are 9 ˚ angles)
 Perpendicular bisector (line that cuts a line segment into two equal parts at 90˚)
 Plane (flat surface that extends infinitely in all directions)
 Polygon (closed figure made up of line segments)
 Quadrilateral (closed figure with four sides)
 Rectangle (quadrilateral with four ˚ angles)
 Rectangular prism (three-dimensional figure with six rectangular sides)
 Rhombus (parallelogram with equal sides)
 Right angle (angle formed by perpendicular lines; angle measuring 90˚)
 Right rectangular prism (rectangular prism with only ˚ angles)
 Solid figure (three-dimensional figure)
 Square units (squares of the same size, used for measuring)
 Three-dimensional figures (solid figures)
 Trapezoid (quadrilateral with at least one pair of parallel sides)
 Two-dimensional figures (figures on a plane)

Suggested Tools and Representations

 Ruler
 Protractor
 Set square

Scaffolds3
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to

3
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 ix

differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic B Constructed response with rubric 5.MD.3
Assessment Task 5.MD.4
5.MD.5
End-of-Module After Topic D Constructed response with rubric 5.NF.4b
Assessment Task 5.NF.6
5.MD.3
5.MD.4
5.MD.5
5.G.3
5.G.4

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 x

© 2014 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 5

Topic A
Concepts of Volume
5.MD.3, 5.MD.4

In Topic A, students extend their spatial structuring to three dimensions through an exploration of volume.
They come to see volume as an attribute of solid figures and understand that cubic units are used to measure
it (5.MD.3). Using unit cubes, both customary and metric, students build three-dimensional shapes, including
right rectangular prisms, and count to find the volume (5.MD.4). By developing a systematic approach to
counting the unit cubes, they make connections between area and volume.
Next, students pack rectangular prisms made from nets with centimeter cubes. This helps them to visualize
the layers of cubic units that compose volumes, an understanding that allows them to reasonably predict the
number of cubes required to fill the containers and then test their predictions by packing the containers.
Finally, students compose and decompose a rectangular prism from and into layers of unit cubes, and reason
that the number of unit cubes in a single layer corresponds to the number of unit squares on a face. They
begin to conceptualize the layers themselves, oriented in any one of three directions, as iterated units.

Topic A: Concepts of Volume

Date: 1/10/14 5.A.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 5 5

A Teaching Sequence Towards Mastery of the Concepts of Volume

Objective 1: Explore volume by building with and counting unit cubes.
(Lesson 1)

Objective 2: Find the volume of a right rectangular prism by packing with cubic units and counting.
(Lesson 2)

Objective 3: Compose and decompose right rectangular prisms using layers.

(Lesson 3)

Topic A: Concepts of Volume

Date: 1/10/14 5.A.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

Lesson 1
Objective: Explore volume by building with and counting unit cubes.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (34 minutes)

Application Problem (6 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiply Whole Numbers Times Fractions Using Two Methods 5.NF.4 (5 minutes)
 Find the Area 4.MD.3 (5 minutes)

Multiply Whole Numbers Times Fractions Using Two Methods (5 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 4 content.

T: (Write 12 = .) On your boards, write the complete number sentence.
S: (Write × 12 = .)

T: (Write 12 = = .) Fill in the missing numbers.

S: (Write 12 = = 6.)
T: (Write × 12 = .) Divide by a common factor and solve.
6

S: (Write 12 = = 6.)
1
T: Did you get the same answer using both methods?
S: Yes.
Continue with the following possible suggestions: 16 , 16 , 9, and 24 .

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.3

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

Find the Area (5 minutes)

Materials: (S) Personal white boards

Note: Reviewing this Grade 4 concept prepares students to explore volume.

T: (Project a 4 inch by 2 inch rectangle.) Name
the shape.
S: Rectangle.  Quadrilateral. 
Parallelogram.
T: (Write __ in __ in = __ in2.) This shape is a
rectangle, though we could also call it a
quadrilateral or parallelogram. On your
boards, write the area of the rectangle as a
multiplication sentence starting with the
length of the longest side.
S: (Write 4 in 2 in = 8 in2.)
T: (Project a square with side lengths of 5 cm.) Name the shape.
S: Square.  Rhombus.  Quadrilateral.
T: This shape is a square, but it is also correct to call it a rhombus or quadrilateral. What is the measure
of one of the square’s sides?
S: 5 centimeters.
T: (Write __ cm __ cm = __ cm2.) On your boards, write the area of the square as a multiplication
sentence using the measure of the square’s sides.
S: (5 cm 5 cm = 25 cm2.)
Continue this process for the other squares and rectangles.

Concept Development (34 minutes)

Materials: (T) 20 centimeter cubes, box of cereal or other dry good (S) Ruler,
20 centimeter cubes, centimeter grid paper, isometric dot paper

Problem 1: Build a solid from cubes.

T: Shade a square on your centimeter grid paper with an area of 4 square
units. (Pause to allow students to do this.)
T: This is going to be the foundation for our structure. Place 4 cubes
directly on top of that square.
S: (Do so.)
T: Think of the first 4 cubes as the ground floor of a building. Make a
second floor by putting another 4 cubes on top of them. (Pause.) How
many cubes are there now?

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.4

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

S: 8 cubes.
T: Did we change the ground floor? Why or why not? Turn and talk.
S: No, we just built on top of it.  The second layer of cubes doesn’t make it take up more space on
the ground.  We built up, not out, so the structure got taller, not longer or wider.
T: Put one more layer of 4. (Pause.) Explain to your partner how you know the total number of cubes.
S: I just counted up from 8 as I put each cube.  Each floor had 4 blocks, so it’s 3 fours.  I thought
of 3 times 4, 12.
T: What is the total number of cubes in your solid?
S: 12 cubes.

Problem 2: Build solids with a given volume with cubic centimeters.

T: Since this is a cube with each edge measuring 1 centimeter, we call this a cubic centimeter.
T: (Hold up a centimeter cube.) These cubes can serve as
a unit to measure the volume of your solid, the
amount of space it takes up. What do we call this unit? NOTES ON
S: A cubic centimeter. MULTIPLE MEANS OF
T: Just like we use squares to measure area in square REPRESENTATION:
units, we use cubes to measure volume, in cubic units. If only 1-inch cubes are available, adapt
(Write cubic unit and cubic centimeter on the board.) the lesson to work with 1-inch cubes.
T: (Hold up 2 cubes.) How many cubes? Try to obtain 1-inch grid paper from
the Internet, or create it on the
S: 2 cubes.
computer and print it for students to
MP.4 T: How many cubic centimeters? use.
S: 2 cubic centimeters.
T: (Hold up 4 cubes in a square formation.)
T: What is the volume of these 4 units together?
S: 4 cubic centimeters.
T: Work with a partner. On your grid paper, build three
different solids with a volume of 4 cubic centimeters
Give the students time to build the structures. Move on to do
likewise with five and then six cubes as time allows. As you
circulate, encourage students to use the words volume and
cubic centimeters as you ask questions.

Problem 3: Represent solids on isometric dot paper.

T: We are going to build some other structures, but we want to draw what we build. Let’s learn how to
use our isometric dot paper to draw our structures.
T: We will start by drawing 1 cube. (Demonstrate while directing the students in each step.)
Explain the process for drawing 1 cubic centimeter using the dot paper.
Step 1: Connect four dots to make a rhombus. This will represent one square face of the cube, viewed

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

at an angle.
Step 2: Draw three straight segments to the right from the two vertices on the top and the one on the
bottom right.
Step 3: Draw two segments to represent the missing edges.

T: Now we will put two cubes next to each other.

Explain the process for drawing 2 cubic centimeters.
Step 1: Connect four dots to make a rhombus.
Step 2: Add another rhombus that shares its right edge, just like your cubes.
Step 3: Draw four straight segments to the right from the three vertices on the top and the one on the
bottom right.
Step 4: Draw three segments to represent the missing edges.

Allow students to practice several times. Then choose examples

of several students’ work to show the class. NOTES ON
MULTIPLE MEANS OF
T: With a partner, build a structure with no more than 10
cubes each. Then draw your partner’s structure on dot ENGAGEMENT:
paper. Help each other figure out if it matches what The spatial reasoning required to draw
you built. centimeter cubes on isometric dot
paper may be difficult for some
Circulate and help students draw their figures. When they are students. Pattern block rhombuses
comfortable with the process, move them to the Application may help students orient their
Problem and Problem Set. drawing. Three rhombuses may be laid
on paper (with or without dots) and
traced to draw a cube.
Students may also trace the yellow
hexagon block and simply add three
interior lines to create the cube.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.6

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

Application Problem (6 minutes)

Jackie and Ron both have 12 centimeter cubes. Jackie builds a

tower 6 cubes high and 2 cubes wide. Ron builds one 6 cubes
long and 2 cubes wide. NOTES ON
MULTIPLE MEANS OF
Jackie says her structure has the greater volume because it is ENGAGEMENT:
taller. Ron says that structures have the same volume.
Consider what students see written on
Who is correct? Draw a picture to explain how you know. Use the board or projected on a screen.
grid paper if you wish.  At different times of the day, walk
around the classroom to become
aware of light patterns in the
room and how sunlight affects the
visibility of white boards.
 Take a tip from kindergarten
teachers whose handwriting is
clear and legible. Students who
are trying to process new or
challenging information can
benefit if the written or projected
material is neat and precise.

Note: This problem is intended to help students

synthesize the parts they have learned in the lesson and
build understanding toward subsequent lessons, where
eventually they will learn the formula for volume of a
rectangular prism.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.7

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 5•5

For some classes, it may be appropriate to modify the

assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day.

Student Debrief (10 minutes)

Lesson Objective: Explore volume by building with and

counting cubic units.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
 In Problem 1, compare your answers for Figures C and D and Figures D and E. What patterns do you
notice?
 Compare your answers to Problem 2 with a partner. How were your drawings the same? Different?
 What was Joyce’s mistake in Problem 3? What do you need to think about when counting cubic
centimeters in drawings? How is it different from counting them in person? Is it possible for a
drawing to fool you? Might some cubes be hidden, or might there be gaps that you cannot see?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.8

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5•5

Name Date

1. Use your centimeter cubes to build the figures pictured below on centimeter grid paper. Find the total
volume of each figure you built, and explain how you counted the cubic units. Be sure to include units.

D.
A.

B. E.

C. F.

Figure Volume Explanation

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.9

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2. Build 2 different structures with the following volumes using your cubic units. Then draw one of the
figures on the dot paper. One example has been drawn for you.

a. 4 cubic units b. 7 cubic units c. 8 cubic units

3. Joyce says that the figure below, made of 1-cm cubes, has a volume of 5 cubic centimeters. Explain her
mistake.

4. Imagine that Joyce made the second layer of her structure identical to the first. What would its volume
be then? Explain how you know.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.10

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Name Date

1. What is the volume of the figures pictured below?

A. B.

2. Draw a picture of a figure with a volume of 3 cubic units on the dot paper.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.11

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Name Date

1. The following solids are made up of 1-cm cubes. Find the total volume of each figure, and write it in the
chart below.

D.
A.

B. E.

F.
C.

Figure Volume Explanation

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.12

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5. Draw the figures on the dot paper with the given number of unit cubes.

a. 3 cubic units b. 6 cubic units c. 12 cubic units

6. John built and drew a structure that has a volume of 5 cubic centimeters. His little brother tells him he
made a mistake because he only drew 4 cubes. Help John explain to his brother why his drawing is
accurate.

7. Draw another figure below that represents a structure with a volume of 5 cubic centimeters.

Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.13

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Lesson 1: Explore volume by building with and counting unit cubes.

Date: 1/10/14 5.A.14

1-cm isometric dot grid—35

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

Lesson 2
Objective: Find the volume of a right rectangular prism by packing with
cubic units and counting.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply a Fraction and a Whole Number 5.NF.3 (4 minutes)

 Find the Area 4.MD.3 (4 minutes)
 Find the Volume 5.MD.3 (4 minutes)

Multiply a Fraction and a Whole Number (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lessons 6─8.

T: (Write 15 ÷ 3.) Say the division sentence.
S: 15 ÷ 3 = 5.
T: (Write 15.) Say the multiplication sentence.

S: 15 = 5.

T: (Write 15.) On your boards, write the multiplication sentence.

S: (Write 15 = 10.)

T: (Write 15 .) On your boards, write the multiplication sentence.

S: (Write 15 = 10.)

Continue with the following possible sequence: 18 ÷ 6, 18, 18, 18 , 32, 32 , 32 , 18, and
24 .

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.15
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

Find the Area (4 minutes)

Materials: (S) Personal white boards

Note: Reviewing this Grade 4 concept prepares

students to calculate volume.
T: (Project a 2 ft by 8 ft rectangle.) Name
the shape.
S: Rectangle.  Quadrilateral. 
Parallelogram.
T: (Write __ ft __ ft = __ ft2.) This shape
is a rectangle, though we could also
call it a quadrilateral or parallelogram.
On your boards, write the area of the
rectangle as a multiplication sentence
starting with the length of the longest
side.
S: (Write 8 ft 2 ft = 16 ft2.)
T: (Project a square with side lengths 4 m.) Name the shape.
S: Square.  Rhombus.  Parallelogram.  Quadrilateral.  Rectangle.
T: (Write __ m __ m = __ m2.) On your boards, write the area of the square as a multiplication
sentence using the measure of the square’s sides.
S: (Write 4 m 4 m = 16 m2.)
Continue process for the other squares and rectangles.

Find the Volume (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M5–Lesson 1.

T: (Project the first of the images to the right.)
Each cube is 1 cubic centimeter.
T: (Write Volume = ___ cubic cm.) On your boards,
complete the equation.
S: (Write Volume = 2 cubic cm.)
Continue process for the remaining images.

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.16
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

Application Problem (8 minutes)

Mike uses 12 centimeter cubes to build structures. Use centimeter

cubes to build at least 3 different structures with the same volume as
Mike’s. Record one of your structures on dot paper.
Note: This problem is designed to bridge from the previous lesson.
Students will work with different factors of 12 to discover different ways
of arranging the cubes. This will lead to a better understanding of how
rectangular prisms are constructed from identical cubes, towards
developing an understanding of volume. Students may work with a
partner if desired.

Concept Development (30 minutes)

NOTES ON
Materials: (S) Pencil, grid paper (also needed for homework), MULTIPLE MEANS OF
scissors, tape, 50 centimeter cubes, net template, ENGAGEMENT:
Problem Set Breaking down a tissue or cereal box to
show how the sides form a flat shape
Note: This lesson uses the Problem Set as part of the lesson. and then building it back into a box
may be helpful for students to
Problem 1(a) understand the figures used in the
lesson to make the boxes.
Project the image from Problem 1(a) from the Problem Set.
Be aware that spatial skills and fine
T: To make a box, copy this image on grid paper by first motor skills vary widely in fifth-graders.
shading the bottom of the box and then outline the Some may require more time to cut,
figure. (If necessary, model how to draw onto grid fold, and tape the boxes. Proximity to
paper.) the teacher and the demonstration can
support students whose spatial skills
T: Now cut around the outside. The bottom is shaded, so are developing.
fold up the flaps to make the sides of the box. Crease
well and tape to make the edges of the box. (Model
cutting and folding as necessary.)

T: Fill the box with cubic centimeters to find how many fill it up.
S: Eight cubes.
T: What is the volume of the box?

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.17
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

S: 8 cubic centimeters.  8 centimeters cubed.

T: Talk to your partner about different ways to pack and count the cubic centimeters.
S: You can just count one by one.  You can put in a row of two on the bottom and then another row
on top of that to have four. It looks like a slice. Another slice makes four more.  You can put four
on the bottom and another four on top of that, 2 × 4 is 8.  You can count by two or by four.

Problem 1(b)
T: Let’s fold to make another box with rectangular sides, or a rectangular prism.
Follow the same procedure as with Problem 1(a) to have the students make
the prism and pack the cubes into the box.
T: What is the volume of this box?
S: 16 cubic centimeters.
T: How does its volume compare with the volume of the first
rectangular prism?
MP.7 S: It doubled.
T: Interesting. Why do you think that might be? Turn and talk.
S: It was like two of the first box laid side by side.  The bottom was
twice as long, but it had the same number of layers, so it was 16.
 The sides of the box were the same height. Just the cubic
centimeters on the bottom doubled.
T: Look at the image on the board. Talk to your partner about how you might find the volume without
packing it.

Problem 1(c)
T: (Project or show the next figure.) This time, put in the
first layer of cubes on the bottom without cutting to
actually make the box. (Pause.) What do you think the
volume of this box will be?
S: The flaps show the number of layers.  The bottom
has 16 cubes and there are 3 layers.  The bottom is
4 by 4, and it looks like it will be 3 layers, so… 4 × 4 is
16, and double is 32, and another 16 is 48, so 48.  I
think it will be 48 cubic centimeters, because 16 × 3 is
48.
Allow students to answer Problems 2(a) and 2(b) independently. Check the answers and student thinking
together following the sequence above. Then distribute the box patterns on the template for students to cut
out, and have them work independently on Problem 3.

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.18
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

Student Debrief (10 minutes)

Lesson Objective: Find the volume of a right rectangular prism

by packing with cubic units and counting. NOTES ON
The Student Debrief is intended to invite reflection and active MULTIPLE MEANS OF
processing of the total lesson experience. ENGAGEMENT:
Invite students to review their solutions for the Problem Set. Encourage students who easily grasp
They should check work by comparing answers with a partner this concept and move quickly through
the Problem Set to think about the
before going over answers as a class. Look for misconceptions
results of the same problems if the
or misunderstandings that can be addressed in the Debrief.
units were 2-cm cubes, 3-cm cubes,
Guide students in a conversation to debrief the Problem Set and etc.
process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How did you pack your boxes in Problems 1(a),
(b), and (c)? Cube by cube, row by row, or layer
by layer? Did the way you packed your boxes
change from problem to problem? If so, how and
why did your thinking change?
 In Problem 2, how did you verify your prediction?
Did your prediction change between 2(a) and
2(c)? Why or why not?
 What did you discover in Problem 3? Did your
discovery match your prediction? Could you have
used fewer cubes to make your prediction? Why
or why not?
 How has your understanding of the term volume
changed from yesterday to today?

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.19
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 5•5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.20
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5•5

Name Date

1. Shade the following figures on centimeter grid paper. Cut and fold each to make 3 open boxes, taping
them so they hold their shapes. Pack each box with cubes. Write how many cubes fill the box.

a. Number of cubes: ______________

b. Number of cubes: ______________

c. Number of cubes: ______________

2. Predict how many centimeter cubes will fit in each box and briefly explain your prediction. Use cubes to
find the actual volume. (The figures are not drawn to scale.)

a. Prediction: ________________

Actual: ___________________

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.21
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 5•5

b. Prediction: ________________

Actual: ____________________

c. Prediction: ________________

Actual: ____________________

3. Cut out the net in the template and fold it into a cube. Predict the number of 1-centimeter cubes that
would be required to fill it. Test your prediction using as few cubes as possible. What did you discover?

Prediction: ____________________

What I discovered:

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.22
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 5•5

Name Date

1. If this net were to be folded into a box, how many cubes would fill it?

Number of cubes: ______________

2. Predict how many centimeter cubes will fit in the box, and briefly explain your prediction. Use cubes to
find the actual volume. (The figure is not drawn to scale.)

Prediction: ________________

Actual: ___________________

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.23
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5•5

Name Date

1. Make the following boxes on centimeter grid paper. Cut and fold each to make 3 open boxes, taping
them so they hold their shapes. How many cubes would fill each box? Explain how you found the
number.

a. Number of cubes: ______________

b. Number of cubes: ______________

c. Number of cubes: ______________

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.24
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 5•5

2. How many centimeter cubes would fit inside each box? Explain your answer using words and diagrams
on the box. (The figures are not drawn to scale; the first box is 3 centimeters across and 2 centimeters
wide.)

a. Number of cubes: ________________

Explanation:

b. Number of cubes: ________________

Explanation:

c. Number of cubes: ________________

Explanation:

3. The box pattern below holds 24 1-cm cubes. Draw two different box patterns that would hold the same
number of cubes.

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.25
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Template 5•5

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.26
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Template 5•5
Centimeter Grid

Lesson 2: Find the volume of a right rectangular prism by packing with cubic
units and counting. 5.A.27
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

Lesson 3
Objective: Compose and decompose right rectangular prisms using layers.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply a Fraction and a Whole Number 5.NF.3 (8 minutes)

 Find the Volume 5.MD.3 (4 minutes)

Sprint: Multiply a Fraction and Whole Number (8 minutes)

Materials: (S) Multiply a Fraction and Whole Number Sprint

Note: This Sprint reviews content from G5–M4–Lessons 6–8.

Find the Volume (4 minutes) B

A
Materials: (S) Personal white boards

Note: This fluency reviews G5–M5–Lessons 1–2. C

D
T: (Project Image A, pictured at right.) Each
cube is 1 cubic centimeter. Respond on
your board. How many cubes are there?
S: 6.
T: Write the volume on your board with the E F
correct units.
S: 6 cubic centimeters.
Follow this sequence for the other images pictured
to the right.

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.28

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

Application Problem (6 minutes)

An ice cube tray has two rows of 8 cubes in each. How many ice cubes are in a
stack of 12 ice cube trays? Draw a picture to explain your reasoning.
Note: This problem encourages students to visualize layers in the stack that will
be helpful as students refine their understanding of volume in today’s lesson.

Concept Development (32 minutes)

Materials: (T) 20 centimeter cubes (S) 20 centimeter cubes, rectangular prism

recording sheet

T: Build this with your own cubes. (Show 4 cubes in a square

formation stacked vertically—2 layers with 2 cubes in each
layer.)
T: What’s the volume of this rectangular prism?
S: 4 cubic centimeters.
T: Let’s add layers horizontally. Add another layer next to the
first one.
S: (Work.)
T: What is the volume?
S: 8 cubic centimeters.
T: Add 3 more layers next to the first two. (Pause for students to
do this.)
T: What is the volume now?
S: 20 cubic centimeters.
T: How did you figure that out? Turn and talk.
S: I added the first 8 to the 12 more that I added.  I saw 5 along
the bottom, and there were 2 layers going back, so that makes
10, and 2 layers going up makes 20.  I knew that I had 20
cubes to start, and I used them all up.
T: (Project a blank rectangular prism from the recording
sheet or draw one on the board.) Let’s record how we
built the layers. Use the first rectangle in the row of
your recording sheet.
T: How many layers did we build in all?
S: 5.
T: Let’s show that by partitioning the prism into 5 layers.
(Partition the prism vertically into 5 equal sections.)
Make your prism look like mine. How many cubes were in each layer?

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.29

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

S: 4 cubes.
T: Record that on each layer that we drew. (Write a 4 on each of the horizontal layers.) Write a
number sentence that expresses the volume of this prism using these layers. Turn and talk.
S: We could write 4 cubic cm + 4 cubic cm + 4 cubic cm + 4 cubic cm + 4 cubic cm = 20 cubic cm. 
Since all the layers are the same, we could write 5 4 cubic cm = 20 cubic cm.
T: (Draw the table on the board.) I’ll record that
in a table. Now, imagine that we could Number of Cubes in
partition this prism into layers like a cake, like Volume
Layers Each Layer
our ice cube trays. What might that look like? 5 4 20 cm3
Work with your partner to show the layers on
2 10 20 cm3
the next prism in the row and tell how many
2 10 20 cm3
cubes would be in each. Use your cubes to
help you.
S: The prism is 2 units high, so we could cut the
MP.4 prism in half horizontally from left to right.
That would be 10 cubes in each one.  We
could make a top layer of 10 cubes and a
bottom layer of 10 cubes.
T: Let’s record your thinking. (Draw the figure to
the right.) Write a number sentence that
expresses the volume of the prism using these
layers.
S: 10 cubic cm + 10 cubic cm = 20 cubic cm  2
cubic cm 10 cubic cm = 20 cubic cm.
T: Let’s record that information in our table.
(Record.) Work with your partner to find one
last way that we can partition this prism into
layers. Label the layers with the number of
cubes on the third prism in the row, and write
a number sentence to explain your thinking.
S: (Work to draw the third figure and write the
number sentences.)
T: I’ll record this last bit of information in our
table. (Record.)
T: Now, let’s draw the different layers together. Use the
last prism in the row of your recording sheet.
Step 1: Draw vertical lines to show the 5 layers of 4
cubes each that remind us of bread slices. (Point to
table’s first line.)
Step 2: Draw a horizontal line to show the two layers
of 10 cubes each that remind us of layers of cake.
(Point to table’s second line.)

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.30

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

Step 3: Draw both a horizontal and a vertical line to

show the 2 front and back layers of 10 each. (Point to
NOTES ON
table’s last line.)
MULTIPLE MEANS OF
T: What is the volume of the cube?
ENGAGEMENT:
S: 20 cubic centimeters. Challenge students who quickly grasp
T: Build a prism with a partner that has one 3 cube by 3 the decompositions by asking them to
cube layer. (Demonstrate building this with cubes.) determine a “rule” for finding the
T: What is the volume? volume and test it for different
rectangular prisms. They might also be
S: 9 cubic centimeters. asked to calculate the volume of the
T: Add another layer of cubes on top. prisms as if they were built from 2-cm
T: What is the volume now? How do you know? cubes. Ask them to explain what would
happen to the volume if the
S: It’s 18 cubic centimeters, because now we have 2 dimensions of the cubes were doubled
groups of 9 cubic centimeters.  Two layers with 9 or tripled.
cubes each is 18 cubic centimeters.
T: Now add another layer. What is the volume?
S: 27 cubic centimeters.
T: What is the overall shape of your rectangular prism?
S: A cube!
T: Use the set of cubes on your recording sheet to show
the three ways of layering using the same system we
just did with our 2 by 2 by 5 rectangular prism.
S: (Work.)
T: (Project or draw an image of a 3 × 4 × 5 rectangular
prism. Direct students to the set of vertical prisms on
the prism recording sheet.) Imagine what the bottom
layer of this prism would look like. Describe it to your
partner and then build it.
S: There would be 3 rows with 4 cubes in each row. 
There would be 12 cubes in all. It would be 3 cubes
wide and 4 cubes long and 1 cube high.  This would
be like a 4 by 3 rectangle but it is 1 centimeter tall.
(Build.)
T: Here’s the same prism, but without the unit cubes
drawn. How might we represent the bottom layer on
this picture? Use your recording sheet, and talk to
your partner.
S: We could draw a horizontal slice toward the bottom
and label it with 12.  I can see in the drawing that
there are 5 layers in all, so I’ll need to make the bottom
about 1 fifth of the prism and put 12 on it.
T: What is the volume of the single layer?

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.31

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

S: 12 cubic centimeters.
T: What is the volume of the prism with 5 of these layers?
S: It’s 12 5, so 60.  I know there are 5 layers that are the same, so 12 + 12 + 12 + 12 + 12, so 60.
T: What other ways could we partition this prism into layers? Turn and talk, then draw a picture of
your thinking on the recording sheet.
S: (Draw.)

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Compose and decompose right

rectangular prisms using layers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 In Problem 1, how did you decide how to go
about decomposing the prisms? Is there a
different way or order in which you could have
done it?
 Problem 4 uses meters instead of centimeters. What, if anything, did that change in how you drew
your picture? How about in how you figured out the volume?
 Which layers are easier for you to visualize? Which are the hardest? What do you think about to
make the hardest layers easier to see? What was Josh having a hard time visualizing in Problem 2?
 At what point did you not need to model with the physical cubes anymore?
 How did the Application Problem connect to today’s lesson? How are stacks of ice trays different
from the prisms in the lesson?

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.32

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 5•5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.33

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Sprint 5•5

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.34

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Sprint 5•5

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.35

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Name Date

Use these rectangular prisms to record the layers that you count.

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.36

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Name Date

1. Use the prisms to find the volume.

 Build the rectangular prism pictured below to the left with your cubes, if necessary.
 Decompose it into layers in three different ways, and show your thinking on the blank prisms.
 Complete the missing information in the table.
Number of
Number of
a. Cubes in Volume of the Prism
Layers
Each Layer
cubic cm

cubic cm

b. Number of
Number of
Cubes in Volume of the Prism
Layers
Each Layer
cubic cm

cubic cm

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.37

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2. Josh and Jonah were finding the volume of the prism to the
right. The boys agree that 4 layers can be added together
to find the volume. Josh says that he can see on the end of
the prism that each layer will have 16 cubes in it. Jonah
says that each layer has 24 cubes in it. Who is right?
Explain how you know using words, numbers, and/or
pictures.

3. Marcos makes a prism 1 inch by 5 inches by 5 inches. He then decides to create layers equal to his first
one. Fill in the chart below, and explain how you know the volume of each new prism.

Number of
Volume Explanation
Layers

4. Imagine the rectangular prism below is 6 meters long, 4 meters tall, and 2 meters wide. Draw horizontal
lines to show how the prism could be decomposed into layers that are 1 meter in height.

It has _____ layers from bottom to top.

Each layer contains ______ cubic units.

The volume of this prism is __________.

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.38

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Name Date

1. Use unit cubes to build the figure to the right and fill in the missing information.

Number of layers: _______

Number of cubes in each layer: ______
Volume: ______ cubic centimeters

2. This prism measures 3 units by 4 units by 2 units. Draw the layers as indicated.

Number of layers: 4
Number of cubic units in each layer: 6
Volume: ______ cubic centimeters

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.39

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Name Date

1. Use the prisms to find the volume.

 The rectangular prisms pictured below were constructed with 1-cm cubes
 Decompose each prism into layers in three different ways, and show your thinking on the blank
prisms.
 Complete each table
Number of
Number of
Cubes in Volume of the Prism
Layers
Each Layer

cubic cm

Number of
Number of
Cubes in Volume of the Prism
Layers
Each Layer

cubic cm

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.40

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2. Stephen and Chelsea want to increase the volume of this

prism by 72 cubic centimeters. Chelsea wants to add eight
layers and Stephen says they only need to add four layers.
Their teacher tells them they are both correct. Explain how
this is possible.

3. Juliana makes a prism 4 inches across and 4 inches wide, but only 1 inch tall. She then decides to create
layers equal to her first one. Fill in the chart below and explain how you know the volume of each new
prism.

Number of
Volume Explanation
Layers

4. Imagine the rectangular prism below is 4 meters long, 3 meters tall, and 2 meters wide. Draw horizontal
lines to show how the prism could be decomposed into layers that are 1 meter in height.

It has _____ layers from left to right.

Each layer contains ______ cubic units.

The volume of this prism is __________.

Lesson 3: Compose and decompose right rectangular prisms using layers.

Date: 1/10/14 5.A.41

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New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 5

Topic B
Volume and the Operations of
Multiplication and Addition
5.MD.3, 5.MD.5

Focus Standard: 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. 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.
b. 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.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world
and mathematical problems involving volume.
a. 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 volume,
e.g., to represent the associative property of multiplication.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find
volumes of right rectangular prisms with whole-number edge lengths in the
context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two
non-overlapping right rectangular prisms by adding the volumes of the non-
overlapping parts, applying this technique to solve real world problems.
Instructional Days: 6
Coherence -Links from: G3–M4 Multiplication and Area
-Links to: G6–M5 Area, Surface Area, and Volume Problems

Concrete understanding of volume and multiplicative reasoning (5.MD.3) come together in Topic B as the
systematic counting from Topic A leads naturally to formulas for finding the volume of a right rectangular
prism (5.MD.5). Students come to see that multiplying the edge lengths or multiplying the height by the area
of the base yields an equivalent volume to that found by packing and counting unit cubes.
Next, students solidify the connection between volume as packing with volume as filling by comparing the
amount of liquid that fills a container to the number of cubes that can be packed into it. This connection is

Topic B: Volume and the Operations of Multiplication and Addition

Date: 1/10/14 5.B.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 5 5

formalized as students see that 1 cubic centimeter is equal to 1 milliliter. Complexity increases as students
use their knowledge that volume is additive to partition and calculate the total volume of solid figures
composed of non-overlapping rectangular prisms.
Word problems involving the volume of rectangular prisms with whole number edge lengths solidify
understanding and give students opportunity to reason about scaling in the context of volume. This topic
concludes with a design project that allows students to apply the concepts and formulas they have learned
throughout Topics A and B to create a sculpture of a specified volume composed of varied rectangular prisms
with parameters stipulated in the project description.

A Teaching Sequence Towards Mastery of Volume and the Operations of Multiplication and Addition
Objective 1: Use multiplication to calculate volume.
(Lesson 4)

Objective 2: Use multiplication to connect volume as packing with volume as filling.

(Lesson 5)

Objective 2: Find the total volume of solid figures composed of two non-overlapping rectangular prisms.
(Lesson 6)

Objective 3: Solve word problems involving the volume of rectangular prisms with whole number edge
lengths.
(Lesson 7)

Objective 4: Apply concepts and formulas of volume to design a sculpture using rectangular prisms
within given parameters.
(Lessons 8–9)

Topic B: Volume and the Operations of Multiplication and Addition

Date: 1/10/14 5.B.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

Lesson 4
Objective: Use multiplication to calculate volume.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Fractions 5.NF.4 (4 minutes)

 Find the Area 4.MD.3 (4 minutes)
 Find the Volume 5.MD.3 (4 minutes)

Multiply Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 4 content.

T: (Write of is _________.) Write the fraction of a set as a
multiplication sentence.
S: .
T: Draw a rectangle and shade in .
S: (Draw a rectangle, partition it into 5 equal units, and shade 4 of the units.)
T: To show of , how many equal parts to we need?
S: 3.
T: Show 1 third of 4 fifths.
S: (Partition the 4 fifths into thirds and shade 1 third.)
T: Make the other units the same size as the double shaded ones.
S: (Extend the horizontal thirds across the remaining units using dotted lines.)
T: What unit do we have now?
S: Fifteenths.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.3

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

T: How many fifteenths are double shaded?

S: Four.
T: Write the product and say the sentence.
S: (Write = .) of is 4 fifteenths.

Continue this process with the following possible sequence: , , and .

Find the Area (4 minutes)

Materials: Personal white boards

Note: Reviewing this Grade 4 concept prepares students to calculate volume.

T: (Project square with side lengths 10 cm.)
T: How long are the square’s sides?
S: 10 cm.
T: (Write __ cm __ cm = __ cm2.) On your
boards, write the area of the square as a
multiplication sentence, including the units.
S: (Write 10 cm 10 cm = 100 cm2.)
T: (Project a 3 ft by 13 ft rectangle.)
T: What is the measure of the rectangle’s
!
longest side?
S: 13 ft.
T: What is the measure of the rectangle’s shortest side?
S: 3 ft.
T: (Write __ ft __ ft = __ ft2.) On your boards, write the area of the rectangle as a multiplication
sentence starting with the length of the longest side.
S: (Write 13 ft 3 ft = 39 ft2.)
Continue this process with the other rectangles and squares.

Find the Volume (4 minutes)

Materials: Personal white boards

Note: This fluency reviews G5–M5–Lessons 1─2.

T: (Project the first image to the right. Number of
layers = 2.) Each cube is 1 cubic centimeter.
T: (Underneath, write Number of cubes in each layer:
__.) Fill in the blank.
S: (Write Number of cubes in each layer: 6.)
T: (Write Number of cubes in each layer: 6. Beneath it,

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.4

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

write Volume = cubic centimeters + cubic centimeters.) Fill in the blanks.

S: (Write Volume = 6 cubic centimeters + 6 cubic centimeters.)
T: (Write Volume = 6 cubic centimeters + 6 cubic centimeters. Beneath it, write Volume = __ cubic
centimeters.)
S: (Write Volume = 12 cubic centimeters.)
Continue this process for the remaining prisms.

Application Problem (5 minutes)

Draw a 2 cm × 2 cm × 1 cm rectangular prism on the board, or project

an image of one on the board.
Karen says that the volume of this prism is 5 cm3 and that she calculated
it by adding the sides together. Give the correct volume of this prism,
and explain Karen’s error.
Note: To find the volume of this figure, Karen could add 2 and 2 (the number of centimeter cubes in each
row), but not by adding all three dimensions.

Concept Development (33 minutes)

Materials: (T) Images of rectangular prisms to project (S) Personal white boards, rectangular prism recording
sheet from G5–M5–Lesson 3

Part 1: Find the volume of multi-layer prisms using multiplication.

T: (Project the leftmost image below.) Record the length, width, and height of this rectangular prism
on your recording sheet. Then decompose the prism into layers three different ways to find the
volume like we did together yesterday.
S: (Work on the recording sheet to show the three different decompositions pictured.)

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

T: Let’s record some information about our

prism in this table. Look at this layer on the Cubes in Each Number of
Volume
top. How many cubes are in each layer? Layer Layers
How do you know? (3 2) 4 24cm3
S: There are 6 cubes. It is 3 cubes by 2 cubes. (2 4) 3 24 cm3
 I counted them.  It’s like an array, (3 × 4) 2 24 cm3
3 2 = 6.
T: (Record in table as 3 2.)
Follow a similar sequence to record the other decompositions.
T: How do we use this information to find the volume of the prism? Turn and talk.
S: With 4 layers, that’s 4 copies of the same array of cubes, 4 times 6. That’s 24 cubic centimeters.  I
see 3 layers that each have 8 cubes in them. Eight cubes 3 times is 24 cubes. That’s 24 cubic
centimeters.  Three times 4 shows the cubes in the first layer on the front, but I need 2 of those,
so 2 twelves make 24 cubic centimeters.  Count the layers. Four layers and each layer is a 3 cm by
2 cm by 1 cm prism, 6 fours is 24. The volume is 24 cubic centimeters.
T: (Record the number of layers and volumes in the table.)
T: (Hold up a cube.) We know that this is 1 cubic centimeter. Look at one face of this cube (point to
one face), what is the area of this face?
S: 1 square centimeter.
T: (Point to the face on the top of the first prism.) If 1 A = 3 cm × 2 cm
square unit is the area of one cube’s face, and there
are 6 cubes that make up this face, what is the area of
this face? Write a number sentence to show the area.
Be sure to include the units.
S: 3 cm 2 cm = 6 cm2.
T: What do you notice about the area of this face and the
number of cubes in this layer?
MP.2
S: They are the same.
T: A moment ago, we said that to find the volume, we
had to account for the number of layers in the prism.
How many layers are under this face?
S: 4. A = (4 cm × 2 cm)
T: Which dimension of the prism gives us that number?
S: The height.
T: How many centimeters is the height? Give me the unit, too.
S: 4 centimeters.
T: So, we can find the volume by multiplying the area of this
face by the height. (Write (3 cm 2 cm).) The height, 4
cm, happens to tell us the number of the layers. Show me
the multiplication sentence you can use to find the volume
of this prism that matches this way of seeing the layers.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.6

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

MP.2 S: V = 3 cm 2 cm 4 cm = 24 cubic cm.  V = 6 cm2 4 cm = 24 cm3.

T: (Write V = 3 cm 2 cm 4 cm = 24 cm3 and 6 cm2 4 cm = 24 cm3 on the board.) I notice some of
you wrote 6 cm2 4 cm, and others multiplied centimeters by centimeters by centimeters. What
happens to the square units when you multiply them by the third factor? Why? Talk with a partner.
S: Each square unit becomes cubic.  You start out with length units, the second factor makes them
square units, and the third factor makes them cubic units.  To measure area we use squares. To
measure volume we use cubes. The third factor means we don’t just have flat squares, but cubes.
T: Is this the same volume we found when we counted by the number of cubes in each layer?
S: Yes.
T: Let’s use this method again, but I’d like to use the area of this face. (Point to the layer on the end.)
Write a multiplication expression that shows how to find the area of this face.
S: 2 cm 4 cm.
T: (Write (2 cm 4 cm).) To find volume, we need to know how many layers are to the left of this face.
What dimension of this prism tells us how many layers this time? How many centimeters is that?
Turn and talk.
S: This time there are 3 layers.  The length is the one that shows how many layers this time. It’s 3
centimeters.  The prism is 3 centimeters long. This shows the layers beside this face.
T: (Write (4 cm 2 cm) 3 cm.) Multiply to find the
volume.
S: (Work to find 24 cm3.)
T: Now, let’s look at this last decomposition. Find the
area of the front face. Tell which dimension shows the
layers, and work with your partner to write an
expression to find the volume. Turn and talk.
S: The area of this face is 3 cm times 4 cm. That’s 12
square centimeters. There are 2 layers that are each 1
cm. 3 × 4 × 2 = 24. The volume is 24 cubic
centimeters.  The area is 12 square centimeters, and
the width is 2 cm. Twelve square centimeters times 2
centimeters is 24 cubic centimeters.
T: This is the same volume as before. Look at all three
multiplication sentences. What patterns do you
notice? Turn and talk.
S: The volume is the same every time.  We are
multiplying all the sides together, but they are in a
different order.  When we multiply the length of the
sides together, we get the same volume as when we
counted the layers.
T: (Project image.) So, centimeters times centimeters
times centimeters gives us centimeters cubed? True?
Why or why not? Turn and talk.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.7

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

S: True. There are three measurements that are centimeters, and then the answer is in cubic units.
 True. There are three factors that have centimeter units. So, the product has to be cubic units
because cubes measure space in three dimensions!
T: Let’s see if this pattern holds. Record the dimensions of this prism. What’s different about it?
S: It’s the same width and length, but now it’s 1 cm shorter.  There are 6 fewer cubic centimeters
in this one.  There are still some 2 3 layers in this one.
T: How would you find its volume? Turn and talk.
S: I can subtract 6 cubic units from the 24 cubic units in the 4-layer prism. That makes the volume 18
cubic centimeters.  I can multiply the 6 cubes in the top layer by 3 layers. That’s 18 cubic
centimeters.  I can multiply 2 cm times 2 cm times 3 cm, which is 18 cubic centimeters.  The
end has a 6 cm2 area and 3 layers, so 6 cm2 3 cm = 18 cm3.  The front face is different now. It is
3 cm by 3 cm. There are 2 layers behind it. 3 cm 3 cm 2 cm = 18 cm3.
T: Let’s record this. (Record.)
T: What can we conclude about finding volume from these examples?
S: We can multiply the sides to find the volume.  If we know the area of one face and multiply by
the number of those layers, we can find volume.  Yeah, but the number of layers is just the length
of the remaining side.

Part 2: Calculate the volume when the area of one side is given.
T: (Post the image of 2 cm 2 cm square illustrated to the right.) This
square shows the top face of a rectangular prism. If the prism is made
of 1-cm cubes, what is the area of this face?
S: 4 square centimeters.
T: (Write A = 4 cm2. Then post the image of prism with a height of 4 cm.)
If the rectangular prism that sits below this face is built of centimeter
cubes and has a height of 4 cm, how many layers of centimeter cubes
are in the prism?
S: 4 layers.
T: How can we use the layers to find the volume? Turn and talk.
S: I can see that the length is 2 cm and the width is also 2 cm, so if the
height is 4 cm, I can multiply 2 by 2 by the number of layers, which is 4,
to get the volume.  Since the area of the top is 2 cm times 2 cm,
which is 4 cm2, we can just multiply the area times the height to find
the volume.
T: Show me the multiplication sentence you can use to find the volume of
this prism.
S: V = 2 cm 2 cm 4 cm = 16 cubic cm.  V = 4 cm2 4 cm = 16 cm3.
T: (Write V = 16 cm3 on board.)
T: (Post the image at right on board.) What’s different about this prism?
S: We can’t see the individual cubes in the face with the area.  We
don’t know the dimensions of the top face, just the area.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.8

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

T: Do we need the dimensions of that top face to find the volume?

Why or why not?
S: No, we can use the area.  We don’t want to know anything
about how many cubes are in each layer. We just want the total
volume. The area and the height are enough to find volume.
T: Work with a neighbor to find the volume of this prism.
S: (Work to show V = 6 in2 2 in = 12 in3.)
T: (Post the final image, at right, on the board.) Compare this prism
to the last one. Turn and talk.
S: This one shows just the area again.  This one shows the area of the front and the width. We can
still just multiply them.  This time we have the area of a different face. We have the front one
and the depth of the prism, which tells how many layers behind the front face.
T: Find the volume of this prism.
S: (Work to show V = 3 m2 3 m = 9 m3.)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use multiplication to calculate volume.

The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
 Explain why the prisms in Problems 1(d) and 3(b) have the same volume but different dimensions.
How is that possible? Identify the dimensions of a third prism that would have an equivalent volume.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.9

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 5•5

 Explain how we get cubic units when we multiply

to find volume.
 Connect the term face with the term base.
Discuss with students that these two terms may
be used interchangeably when dealing with right
rectangular prisms. Why could we think of any
face as the base of our prism? Discuss the fact
that if we imagine rotating the prism so that the
chosen face lies at the bottom (what we typically
think of as the base), the remaining dimension can
be thought of as the height of the prism.
NOTES ON
 What would happen to the volume of Tyron’s box VOCABULARY:
if he doubled the height to 16 cm? If he halved
the length? If he doubled the height while halving While it is true that any face of a
the length? rectangular prism may serve as the
 Explain your thought process on Problem 5 as you base, it is not true for other prisms or
cylinders. For example, a right
found the error in Aaron’s thinking.
triangular prism has two triangular
 Compare your earlier strategies for finding volume bases, but the remaining rectangular
to the method we learned today. How is the faces are not bases.
formula for finding the volume of rectangular
prisms helpful?

Exit Ticket (3 minutes)

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.10

This work is licensed under a

Name Date

1. Each rectangular prism is built from centimeter cubes. State the dimensions and find the volume.

a.
Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

Length: _____ cm
b.
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

c. Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

Length: _____ cm
d. Width: ______ cm
Height: ______ cm
Volume: _____ cm3

2. Write a multiplication sentence that you could use to calculate the volume for each rectangular prism in
Problem 1. Include the units in your sentences.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.11

This work is licensed under a

3. Calculate the volume of each rectangular prism. Include the units in your number sentences.
a. b.

4 in
6m

3 in
4 in
2m
3m
V = ____________________________________ V = ____________________________________

4. Tyron is constructing a box in the shape of a rectangular prism to store his baseball cards. It has a length
of 10 centimeters, a width of 7 centimeters, and a height of 8 centimeters. What is the volume of the
box?

5. Aaron says more information is needed to find the volume of the prisms. Explain why Aaron is mistaken,
and calculate the volume of the prisms.

a. b.

Area = 20 in2

Area = 60 cm2
12 in
5 cm

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.12

This work is licensed under a

Name Date

Calculate the volume of each prism.

a. Length: _______ mm

Width: _______ mm

Height: _______ mm

Volume: ____________ mm3

Write the multiplication sentence that shows how you calculated the volume. Be sure to include the
units.

b. A rectangular prism has a top face with an area of 20 ft2 and a height of 5 ft. What is the volume of
this rectangular prism?

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.13

This work is licensed under a

Name Date

1. Each rectangular prism is built from centimeter cubes. State the dimensions and find the volume.

a. Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

b. Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

c. Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3
d.
Length: _____ cm
Width: ______ cm
Height: ______ cm
Volume: _____ cm3

2. Write a multiplication sentence that you could use to calculate the volume for each rectangular prism in
Problem 1. Include the units in your sentences.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.14

This work is licensed under a

3. Calculate the volume of each rectangular prism. Include the units in your number sentences.
a. b.
10 m

8 in

3m
4 in
8 in

Volume:_________________________________ Volume:_________________________________
___ ___

4. Mrs. Johnson is constructing a box in the shape of a rectangular prism to store clothes for the summer. It
has a length of 28 inches, a width of 24 inches, and a height of 30 inches. What is the volume of the box?

5. Calculate the volume of each rectangular prism using the information that is provided.

a. Face area: 56 square meters, height: 4 meters.

b. Face area: 169 square inches, height: 14 inches.

Lesson 4: Use multiplication to calculate volume.

Date: 1/10/14 5.B.15

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

Lesson 5
Objective: Use multiplication to connect volume as packing with volume as
filling.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Count by Cubic Centimeters 5.MD.1 (2 minutes)

 Find the Area 4.MD.3 (4 minutes)
 Find the Volume 5.MD.3 (6 minutes)

Count by Cubic Centimeters (2 minutes)

Note: This fluency will prepare students for today’s lesson.
T: Count by 100 cubic centimeters to 1,000 cubic centimeters. (Write as students count.)
100 cm3 200 cm3 300 cm3 400 cm3 500 cm3 600 cm3 700 cm3 800 cm3 900 cm3 1,000 cm3

100 mL3 200 mL3 300 mL3 400 mL3 500 mL3 600 mL3 700 mL3 800 mL3 900 mL3 1 liter

S: 100 cm3, 200 cm3, 300 cm3, 400 cm3, 500 cm3, 600 cm3, 700 cm3, 800 cm3, 900 cm3, 1,000 cm3.
T: Count by 100 mL. (Write as students count.)
S: 100 mL, 200 mL, 300 mL, 400 mL, 500 mL, 600 mL, 700 mL, 800 mL, 900 mL, 1,000 mL.
T: 1,000 mL = 1 liter. Count by 100 mL again. This time, when you come to 1,000 mL say 1 liter. (Write
as students count.)
S: 100 mL, 200 mL, 300 mL, 400 mL, 500 mL, 600 mL, 700 mL, 800 mL, 900 mL, 1 liter.

Find the Area (4 minutes)

Materials: (S) Personal white boards

Note: Reviewing this Grade 4 concept prepares students to calculate volume.

T: (Project rectangle with side lengths of 6 cm and 4 cm.) What is the length of the rectangle’s longest

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.16
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

side?
S: 6 cm.
T: What is the length of the rectangle’s shortest
side?
S: 4 cm.
T: (Write __ cm × __ cm = __ cm2.) On your
boards, write the area of the rectangle as a
multiplication sentence including the units.
S: (Write 6 cm × 4 cm = 24 cm2.)
T: (Project a square with a given length of 9 cm.)
Name the shape.
S: Square.
T: What is the length of the square’s sides?
S: 9 cm.
T: (Write __ cm × __ cm = __ cm2.) On your boards, write the area of the square as a multiplication
sentence including the units.
S: (Write 9 cm × 9 cm = 81 cm2.)
Continue this process for the other rectangles and squares.

Find the Volume (6 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M5–Lesson 4.

T: (Project the 4 cm by 5 cm by 2 cm rectangular prism illustrated
at right.) What’s the length of the rectangular prism?
S: 4 cm.
T: What’s the width?
S: 5 cm.
T: What’s the height?
S: 2 cm.
T: (Write __ cm × __ cm × __ cm = __ cm3.) On your boards,
calculate the volume.
S: (Write 4 cm × 5 cm × 2 cm = 40 cm3.)
Repeat this process for the 3 cm by 3 cm by 8 cm rectangular prism.
T: (Project the rectangular prism with a given area of 40 ft2 and a
given width of 7 ft given to the right.) Say the given area of the
rectangular prism’s front face.
S: 40 ft2.

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.17
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

T: Say the given length.

S: 7 ft.
T: (Write V = __ft3.) On your boards, calculate the volume.
S: (Write V = 280 ft3.)
Repeat this process for the rectangular prism with a given area of 12 ft2
and a given height of 9 ft.

Concept Development (38 minutes)

Materials: (S) Per group: centimeter cubes, several small

watertight containers (preferably right rectangular NOTES ON
prisms) marked with a horizontal line for measuring, MULTIPLE MEANS OF
small pitchers of water, beaker labeled with mL, REPRESENTATION AND
class data recording sheet poster, ruler or tape
MATERIALS:
measure, Problem Set
Fancy toothpicks, straight pins, and
Note: Because today’s lesson is a hands-on exploration, time some office supplies come in clear
rectangular boxes suitable for this
for the Application Problem has been given to the Concept
activity. The horizontal fill line for the
Development.
water can be drawn at a height that
Before class, prepare a large poster or sheet for groups to will match the number of cubes that
record their findings. Be sure to use cubes that are denser than can be packed into the box. If these
water for the displacement exploration. are not readily available, small
rectangular breath mint boxes or metal
Problem 1 spice boxes can be used. However,
students may have to estimate if the
Investigate 1 cm3 = 1 mL. corners are rounded. It is best to test
the boxes and volumes before
T: What are some ways that we can determine the
implementing this lesson.
volume of the box you’ve been given using the
An alternative approach is to gather a
materials on your table?
collection of small gift boxes and use
S: We can pack it with cubes and count.  We can pack salt rather than water to fill them.
the bottom layer, and then use the cubes to find how While salt is not a liquid, it does
many layers.  We could find any base, and then behave like one for the purposes of the
count the layers.  We can measure the sides, and first activity.
then multiply the three dimensions. The second activity must be done with
T: Measure the inside dimensions of your box using the water and a centimeter cube that will
line that’s drawn as the height, and multiply to find the sink. If a dense cube is not available,
volume. Then, confirm the measurement by packing students should use a drinking straw or
coffee stirrer to submerge the cube
the box to the line that’s drawn. Record the volume in
completely.
cubic centimeters on your Problem Set.
If resources are limited, this may be
S: (Work.) done as a demonstration and then as a
center over the course of a few days in
small groups.

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.18
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

T: Now, I would like you to find the amount of liquid your container will hold. Any ideas how you might
do this using the materials on your table? Turn and talk.
S: We could pour in some water and then measure the water with the beaker.  We could fill the
container with water, and then use a measuring cup to measure the water. That would tell us the
amount it will hold.
T: What units are used on the beaker?
MP.6
S: Milliliters.
T: Pour the water to the fill line. Then, measure the amount of water by carefully pouring it into the
beaker. Record the liquid volume on your Problem Set. Once your group is done, have a member of
your group record your data onto the class poster.
S: (Work and record.)
T: (Circulate, asking students to describe what they’re doing. Encourage use of the terms volume,
capacity, and other unit language.)
T: Now that we’ve recorded our findings, let’s look at the volume data. What do you notice about the
volume as measured by the cubes and the liquid volume?
S: They are the same.  Our box packed 36 cubes, and it held 36 mL of water.  Although our prism
was a different size different than the first group’s, our packing and filling was the same.  Ours
was really close, just one cubic centimeter more than the milliliters.
T: What can you say about the relationship of 1 milliliter to 1 cubic centimeter?
S: They seem to be the same.  I think they are equal.
T: There’s a way we can show that these two measurements are equal. Put water into your beaker to
any measuring point other than the fill line. Be careful to fill it exactly to the line you choose. For
example, you might fill your beaker to 15 mL.
S: (Pour.)
T: Now pour in 1 more milliliter of water and describe what happens to the water level.
S: The water went up one more line.  The water rose because we put more in.
T: Record the new amount of water on your Problem Set. What will happen to the water level if we
place 1 cube in the beaker? Tell your partner.
S: It will go up again.  The water will rise because the
cube pushes some of the water out of the way. NOTES ON
T: Let’s find out how far the water will rise. Place 1 MULTIPLE MEANS OF
centimeter cube into the water. Describe what ENGAGEMENT:
happens to your partner. When dividing students into groups, be
sure to choose members with different
S: (Work and discuss.)
strengths. Try to assign tasks such as
T: How did the water level change? recorder, builder, pourer, and
S: The water rose.  It looks like there’s more water in measurer.
the beaker.  The water went up 1 mL.
T: We didn’t actually put more water in, and yet the cube caused a rise in the water level equal to
when we put 1 mL of water in the beaker. From this investigation and from our work with the
boxes, what can we say about the relationship between 1 mL of water and 1 cubic centimeter?

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.19
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

S: They are equal.  I know they are equal because I measured my box and got the same number of
cubes as milliliters.  I know they are equal because one cube made the water go up 1 milliliter.
T: Yes. We have seen that 1 cubic centimeter = 1 mL. (Write 1 cm3= 1 mL on the board.) This is an
important relationship that will help us solve problems.

Problem 2
A rectangular tank measures 30 cm by 20 cm by 40 cm. How many milliliters of water are in the tank when it
is full? How many liters is that?
T: Let’s use what we’ve learned about volume as filling to solve
this problem. We need to find the volume of the water in the
tank. What do we know about the tank that can help us?
S: We know the size of the tank.  Since the water is filled to the
top, the volume of the tank will be the same as the volume of 40 cm
the water.
T: Find the volume of the tank.
20 cm
S: (Work to find 24,000 cubic centimeters.) 30 cm
T: We discovered today that 1 cubic centimeter is equal to 1 mL.
Since this is true, how many milliliters of water are in the tank
when it is full?
S: 24,000 mL.
T: How many liters is that?
S: 24 liters.

Problem 3

a. A small fish tank is filled to the top with water. If the tank measures
15 cm by 10 cm by 10 cm, what is the volume of water in the tank? 10 cm
Express your answer in mL. 10 cm
15 cm
b. After a week, water evaporates out of the tank so that the water is 9
cm high. What is the volume of the water in the tank?
T: (Project Problem 3(a) and the accompanying image onto the
board.) Using what we’ve talked about today, turn and talk to
your partner and find the volume of water in the tank in cubic
centimeters and in milliliters.
S: All we need to do is multiply the sides because the water is all the way to the top.  Since the
water fills the whole tank, we can just multiply 15 10 10. That’s 1,500 cubic centimeters.  It’s
easy to find the volume. It’s 1,500 cubic centimeters. We have to say it in milliliters. That’s exactly
the same number, so it’s 1,500 mL.
T: (Project Problem 3(b).) Let’s imagine that some of the water evaporated out of the tank. Now the
water is only 9 cm deep. Does this change the height of the tank? Why or why not?
S: No, because the tank doesn’t change size.

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.20
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

T: Does this change the area of the bottom of the tank?

S: No, the tank is still the same size. NOTES ON
T: Will the volume of the water change? Why or why MULTIPLE MEANS OF
not? ENGAGEMENT:
S: The volume in the tank will be less because some of While the relationship of 1 cm = 1 mL
3

the water is gone.  The water won’t be as high.  seems a simple one numerically, the
The water level will go down by 1 cm, so that’s like concept behind this relationship—that
pouring out a layer of 15 by 10 centimeters. of volume as filling as well as packing
(especially when comparing a
T: Find the volume of the water in the tank now. Turn
rectangular container to a cylindrical
and talk. one)—is more complex. Be sure to
S: The bottom of the tank is the same, so the water is offer many opportunities for students
spread out on the bottom the same way as before. to encounter this concept beyond
The only thing that is different is the height. I’ll today’s lesson. Ask often if an amount
multiply 15 and 10 and then multiply by 9. That’s of liquid will fit into rectangular
1,350 cubic centimeters of water.  The part of the containers and how it might be
water that is gone is 15 × 10 × 1. That’s 150 cubic confirmed without pouring.
centimeters. I can subtract that from 1,500. That will
be 1,350 cubic centimeters still in the tank.
T: What is the volume of the water in the tank now?
S: 1,350 cubic centimeters.
T: Express that in milliliters.
S: 1,350 mL.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use multiplication to connect volume

as packing with volume as filling.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.21
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 5•5

misconceptions or misunderstandings that can be

addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Make a real life connection for students by
discussing the use of cubic centimeters and the
term cc’s in medical applications. Medicines,
intravenous fluids, and injections are often
ordered in cc’s rather than mL. Students may not
be aware that this is a cubic centimeter,
equivalent to 1 milliliter.
 Problem 6 describes the height of the water using
the word depth. Discuss the connection between
these two terms. How is height like depth?
When might you use the word height to describe
a figure, and when might depth be more
appropriate? Can the words be used
interchangeably? (Have students rephrase
problems from the Problem Set to test.) English
language learners especially will benefit from such
a discussion.
 Problem 7 asks students to extend their knowledge of cubic centimeters and milliliters to liters.
Allow students to work together to think through this task if necessary and then explain their
thinking to another partner group. Discuss other connections, as well. If 1 cubic centimeter is equal
to 1 milliliter, to what liquid measure is 1 cubic meter equivalent? How could you find out?
(Students can draw to investigate using 100 cm = 1 m.) Building a cubic container from meter sticks
in the classroom will help students visualize the actual volume of 1 kiloliter. They might also imagine
pouring 1,000 liter bottles of water or 500 2-liter soft drinks into that single container.
 Ask students to generate as many rectangular prisms with whole number sides as they can that
would hold 1 liter of liquid. Although the dimensions will all be factors of 1,000, the shapes of the
containers may be drastically different. Student might even be encouraged to draw the containers
on isometric dot paper for comparison. Ask: What do the sides of all these containers have in
common? (All are factors of 1,000.) Because they all have the same factors, are they all the same
shape? Why or why not?

Exit Ticket (3 minutes)

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.22
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5•5

Name Date

1. Determine the volume of two boxes on the table using cubes and then confirm by measuring and
multiplying.

Box Number of Cubes Measurements

Volume
Number Packed Length Width Height

2. Using the same boxes from Problem 1, record the amount of liquid that your box can hold.

Box Liquid the Box Can

Number Hold

3. Shade to show the water in the beaker.

mL mL mL
10 10 10
9 9 9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1

At first: After 1 mL water added: After 1 cm cube added:

_____mL _mL _____mL

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.23
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5•5

4. What conclusion can you draw about 1 cubic centimeter and 1 mL?

5. The tank, shaped like a rectangular prism, is filled to the top with water.
13 cm
1 L -----
-----
-----
-----
-----
10 cm 500 mL -----
-----
-----
-----
-----
8 cm

Will the beaker hold all the water in the box? If yes, how much more will the beaker hold? If not, how
much more will the cube hold than the beaker? Explain how you know.

6. A rectangular fish tank measures 26 cm by 20 cm by 18 cm. The tank is filled with water to a depth of 15
cm.
a. What is the volume of the water in mL?

b. How many liters is that?

c. How many more mL of water will be needed to fill the tank to the top? Explain how you know.

d. A rectangular container is 25 cm long and 20 cm wide. If it holds 1 liter of water when full, what is its
height?

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.24
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket 5•5

Name Date

1.
15 cm 250 mL ----
----
200 mL ----
----
150 mL ----
----
5 cm 100 mL ----
----
50 mL ----
----
3 cm

a. Find the volume of the prism.

b. Shade the beaker to show how much liquid would fill the box.

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.25
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 5•5

Name Date

1. Johnny filled a container with 30 centimeter cubes. Shade the beaker to

100 mL ----
show how much water the container will hold. Explain how you know. -----
80 mL -----
-----
60 mL -----
-----
40 mL -----
-----
20 mL -----
-----

2. A beaker contains 250 mL of water. Jack wants to pour the water into a container that will hold the
water. Which of the containers pictured below could he use? Explain your choices.

C
5 cm
A 2 cm
25 cm

6 cm
12 cm
B Area =
2
D
75 cm
12 cm
Area =
2
3 cm E 15 cm
20 cm
12 cm

3 cm
5 cm

3. On the back of this paper, describe the details of the activities you did in class today. Include what you
learned about cubic centimeters and milliliters. Give an example of a problem you solved with an
illustration.

Lesson 5: Use multiplication to connect volume as packing with volume as

filling. 5.B.26
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

Lesson 6
Objective: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Fractions 5.NF.4 (3 minutes)

 Count by Cubic Centimeters 5.MD.1 (3 minutes)
 Find the Volume 5.MD.C (6 minutes)

Multiply Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 4.

T: (Write .) Say the number sentence.

S: = .

Continue this process with and .

T: (Write = .) On your boards, write the number sentence.

S: (Write = .)

T: (Write = .) Say the number sentence.

S: = .

Repeat this process with , , and .

T: (Write = .) Say the number sentence.

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.27
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

S: = .

Continue this process for .

T: (Write = .) On your boards, write the equation.

S: (Write = .)

T: (Write = .) On your boards write the equation.

S: (Write = = 1.)

Continue this process with the following possible suggestions: , , and .

Count by Cubic Centimeters (3 minutes)

Note: This fluency will prepare students for today’s lesson.
T: Count by twos to 10. (Write as students count.) 2 4 6 8 10
S: 2, 4, 6, 8, 10.
200 400 600 800 1,000
T: Count by two-hundreds to 1,000. (Write as students
count.) 200 cm3 400 cm3 600 cm3 800 cm3 1,000 cm3

S: 200, 400, 600, 800, 1,000. 200 cm3 400 cm3 600 cm3 800 cm3 1 liter
T: Count by 200 cm3 to 1,000 cm3. (Write as students
count.)
200 cm3 400 cm3 600 cm3 800 cm3 1000 cm3
S: 200 cm3, 400 cm3, 600 cm3, 800 cm3, 1,000 cm3.
T: Count by 200 cm3. This time, when you come to 1,000 NOTES ON
cm3, say 1 liter. (Write as students count.) 200 cm3
MULTIPLE MEANS OF
400 cm3 600 cm3 800 cm3 1 liter
S: 200 cm3, 400 cm3, 600 cm3, 800 cm3, 1 liter. REPRESENTATION:
Have students skip-count as a group as
Find the Volume (6 minutes) they did in Grades K and 1 when they
were counting by twos and threes.
3
Materials: (S) Personal white boards When they get to 1,000 cm , they
should say 1 liter.
Note: This fluency reviews G5–M5–Lesson 4.
T: (Project 3 cm by 4 cm by 2 cm rectangular prism.) What’s the length of the rectangular prism?
S: 3 cm.
T: What’s the width?
S: 4 cm.
T: What’s the height?
S: 2 cm.
T: (Write __ cm __ cm __ cm = __ cm3.) On
your boards, calculate the volume.
S: (Write 3 cm 4 cm 2 cm = 24 cm3.)

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.28
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

Repeat process for the 4 cm by 4 cm by 10 cm rectangular prism.

T: (Project rectangular prism that has a given volume of 40 in3,
length of 4 in, and width of 5 in.) What’s the length of the
rectangular prism?
S: 4 in.
T: What’s the width of the rectangular prism?
S: 5 in.
T: What’s the volume of the rectangular prism?
S: 40 in3.
T: (Write 40 in3 = 4 in 5 in __ in.) On your boards, fill in the
missing side length. If you need to, write a division sentence to
calculate your answer.
S: (Write 40 in3 = 4 in 5 in 2 in.)
Repeat process for the rectangular prism with a given volume of 120 in3,
length of 3 in, and width of 4 in.
T: (Project the rectangular prism with a face having a given area
of 30 ft2 and a given width of 6 ft.) Say the given area of the
prism’s front face.
S: 30 ft2.
T: Say the given width.
S: 6 ft.
T: (Write V = __ ft3.) On your boards, calculate the volume.
S: (Write V = 180 ft3.)
Repeat process for rectangular prism with a given area of 12 ft2 and a
given height of 8 ft.

Concept Development (30 minutes)

Materials: (T) Drawing of rectangular prism figures (S) Centimeter cubes, dot paper

Problem 1
Build and combine structures then find the total volume.
T: Partner A, use one color cube to build a structure that
is 3 cm by 2 cm by 2 cm. Partner B, use a different
color to build a cube that is 2 cm long on every side.
Record the volume of your structures.
S: (Work.)
T: Keeping their original dimensions, how could you combine the two structures you’ve built? Turn and
talk. Then find the volume of your new structure.

Lesson 6: Find the total volume of solid figures composed of two non-
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

S: We could put the cube on top of the rectangular prism.

 We could put them beside each other on the end.
 We could make an L.  The volume is 20 cubic
units.
T: Now, build a different structure using the two prisms
and find the volume.
S: (Work.)
T: How did you find the volume of your new structures?
S: We counted all the blocks.  We knew that one was
12 cubic units and the other one was 8. We just added
that together to get 20 cubic units.
T: When you built the second structure, did the volume
change? Why or why not?
S: It did not change the volume. There were still 20 cubic
units.  It doesn’t matter how we stacked the two
prisms together. The volume of each one is the same
every time, and the volume of the whole thing is still
20 cubic units.  The total volume is always going to
be the volume of the red one plus the volume of the
green one, no matter how we stack them.

Problem 2
T: (Project or draw on the board the 3 m 2 m 7 m prism at
right.) What is the volume of this prism?
S: 42 m3. 7m
T: Imagine another prism identical to this one. If we glued them
together to make a bigger prism, how could we find the
volume? Turn and talk. Then find the volume. 2m
S: We already know that the volume of the first one is 42m3. We 3m
could just add another 42 m3 to it. That would be 84 m3.  We
could multiply by since they are just alike. That’s m3.

Problem 3
T: (Project or draw on the board the composite structure.) How
2 in
is this drawing different from the last one?
S: There are two different size boxes this time.  The little box 4 in
on top only has measurements on the length and the height. 3 in
T: There are a lot of markings on this figure. We’ll need to be
careful that we use the right ones when we find the volume. 5 in
Find the volume of the bottom box. 6 in
S: (Work to find 120 cubic inches.)
T: What about the one on the top? I heard someone say that there isn’t a width measurement on the

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.30
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

drawing. How will we find the volume? Turn and talk.

S: The boxes match up exactly in the drawing on the NOTES ON
width. That means the width of the top box is the MULTIPLE MEANS OF
same as the bottom one, so it’s still inches wide.  ENGAGEMENT:
You can tell the top and bottom box are the same Continuing to use the cubes to
width, so just multiply . construct the prisms can help to keep
T: What is the volume of the top box? kinesthetic learners on task. The
S: 30 cubic inches. calculation of the volume can still be
made with the formula.
T: How could we find the total volume?
S: Add the two together.
T: Say the number sentence with the units.
S: 120 cubic inches + 30 cubic inches = 150 cubic inches.

Problem 4
T: (Project or draw the figure given at right.)
Compare this figure to the last one.
S: There are two different boxes again.  There’s a 4m
little one and a big one, like last time.  This time,
there’s a bracket on the height of both boxes.  4m
There’s no length or width or height measurement 2m
on the top box this time. 2m
T: If there are no measurements on the top box 6m
alone, how might we still calculate the volume?
Turn and talk.
S: We can tell the length of the top box by looking at the
6 meters along the bottom. The other box has 4 NOTES ON
meters sticking out on the top of the box. That means MULTIPLE MEANS OF
the box must be 2 meters long.  The length is 6 ENGAGEMENT:
minus . That’s .  The width is easy. It’s the same Challenge students whose spatial skills
as the bottom box, so that’s meters.  The height of allow them to see these figures easily
both boxes is 4 meters. If the bottom box is 2 meters, by having them draw a figure
then the top box must also be 2 meters. consisting of three different prisms on
T: What is the volume of the top prism? Say the number dot paper with just enough
sentence. information given to calculate the
volume of the figure. They should
S: 2 m × 2 m × 2 m = 8 cubic meters. calculate the volume of their own
T: What is the volume of the bottom prism? Say the figure and then exchange figures with a
number sentence. partner.
S: 6 m 2 m 2 m = 24 cubic meters. Students can write about the minimum
information necessary to calculate the
T: What’s the total volume of both? Say the number
volume of a composite figure.
sentence.
S: 8 cubic meters + 24 cubic meters = 32 cubic meters.

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.31
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

Problem 5
Two rectangular prisms have a combined volume of 135 cubic meters. Prism A has double the volume of
Prism B.
a. What is the volume of each prism?

b. If one face of Prism A has an area of 10 square meters, what is its height?

T: Let’s use tape diagramming to help us with this

problem. Read it with me.
T/S: (Read.)
T: What can we draw from the first sentence?
S: A tape for each prism.  Two tapes labeled
Prism A’s volume and Prism B’s volume.  A
bracket on both to show they are 135 cubic
meters total.  Their total volume is 135
cubic meters.
T: What does the next sentence tell us and how
can we represent it?
S: Prism A is double the volume of Prism B. 
We need 2 units for Prism A.  Prism A’s tape
should be twice as long as Prism B’s.
T: Show that in your diagram. Then use this
information to solve for the volumes of both
prisms.
S: (Work.)
T: What are the volumes of each prism?
S: Prism A is 90 cubic meters, and Prism B is 45
cubic meters.
T: To find the height of Prism B, what do we need to think about? Turn and talk, then solve.
S: We know the area of one face. If we multiply the area by something we should get the volume of 90
m3. The area is 10 m2, and 10 times 9 is 90. It is 9 meters tall.  We can divide 90 by 10 and get 9
meters tall.

Application Problem (8 minutes)

A storage company advertises three different choices for all your

storage needs: “The Cube,” a true cube with a volume of 6 m3, “The
Double” (double the volume of the cube), and “The Half” (half the
volume of the cube). What could be the dimensions of the three
storage units? How might they be oriented to give the most floor
space? The most height?

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.32
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

Note: Students use the knowledge that a cube’s sides are

all equal to find the side as 4 meters. (Side × side × side =
64 m3, so each side must be 4 m.) While students may
approach halving or doubling the other storage units using
different approaches (e.g., doubling any of the dimensions
singly) this problem affords an opportunity to discuss the
many options of orienting the storage units to give the
most practical increase or decrease in square footage or
height for storage of various items. The problem also
reinforces the part to whole relationships of volume.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Find the total volume of solid figures

composed of two non-overlapping rectangular prisms.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 What advice would you give to a friend who was
having trouble picturing the dimensions on a
composite figure? What helps you to figure out
missing dimensions?
 If all students use an addition strategy to find the total volume of the figures, suggest to them the
alternate strategy of subtracting the missing part. For example, Problem 1(d) offers such a strategy.

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.33
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5•5

Ask students to imagine that the top prism was once identical to the bottom prism (much like the
figure in Problem 1(a)). Ask: If these two prisms were identical, what would the total volume be?
(360 cubic meters.) Now imagine that the end was removed from the top prism. What would the
volume of that removed part be? (2 m 3 m 6 m = 36 cubic meters.) If we wanted to know the
total volume of the figure with this part removed, how could we do that? (Subtract. 360 m3 – 36 m3
= 324 m3.) Is this the same volume we found when we added the two prisms? (Yes!)
 How did the Application Problem help you solve Problem 3?
 Compare your approach to solving Problem 4 with that of the person sitting next to you. How is your
thinking alike? How is it different?
 Allow students to share the tape diagrams that they used to solve Problem 5. If students need more
scaffolding, use the suggested sequence in the Concept Development to guide their drawing. Ask:
How is the problem like the one we did together? How is it different? (It uses the word half instead
of double. This time Prism B is the larger.) What was the effect on the height of the two prisms by
making the base of Prism B smaller than the one on Prism A?
 Is a shorter container always a smaller volume? Give some examples of prisms to support your
answer.

Exit Ticket (3 minutes)

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.34
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5•5

Name Date

1. Find the total volume of the figures and record your solution strategy.
a. b.

A 7 in
5 cm
3 in

5 cm 6 in

3 cm 4 in
14 cm
15 in

Volume: Volume: _

Solution Strategy: Solution Strategy:

8m
c. d.
4 cm

6 cm

2 cm
12 m
3 cm
6m
10 cm

3m
10 m

Volume: Volume: _

Solution Strategy: Solution Strategy:

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.35
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 5•5

2. A sculpture (pictured below) is made of two sizes of rectangular prisms. One size measures 13 in by 8 in
by 2 in. The other size measures 9 in by 8 in by 18 in. What is the total volume of the sculpture?

3. The combined volume of two identical cubes is 128 cubic centimeters. What is the side length of each
cube?

4. A rectangular tank with a base area of 24 cm2 is filled with water and oil to a depth of 9 cm. The oil and
water separate into two layers when the oil rises to the top. If the thickness of the oil layer is 4 cm, what
is the volume of the water?

4 cm

5. Two rectangular prisms have a combined volume of 432 cubic feet. Prism A has half the volume of Prism
B.

a. What is the volume of Prism A? Prism B?

b. If Prism A has a base area of 24 ft2, what is the height of Prism A?

c. If Prism B’s base is the area of Prism A’s base, what is the height of Prism B?

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.36
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket 5•5

Name Date

1. Find the total volume of soil in the three planters. Planter A is 15 inches by 3 inches by 3 inches. Planter
B is 9 inches by 3 inches by 4 inches.
3 in
3 in in[G

13in

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.37
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5•5

Name Date

1. Find the total volume of the figures and record your solution strategy.
a. b.

18 cm
13 in 3 cm
2 cm
2 in
4 in
2 in
5 in
9 cm

7 cm
21 cm

Volume: Volume: _

Solution Strategy: Solution Strategy:

c. d. 12 m
6 mm

4 mm
2 mm
9m

13 mm
15 m
20 mm 4m
5 mm

2m
3 mm 10 m
3 mm

Volume: Volume: _

Solution Strategy: Solution Strategy:

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.38
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 5•5

2. A planting box (pictured below) is made of two sizes of rectangular prisms. One type of prism measures 3
inches by 6 inches by 14 inches. The other type measures 18 inches by 9 inches by 10 inches. What is
total volume of three such boxes?

3. The combined volume of two identical cubes is 250 cubic centimeters. What is the measure of one cube’s
edge?

4. A fish tank has a base area of 45 cm2 and is filled with water to a depth of 12 cm. If the height of the tank
is 25 cm, how much more water will be needed to fill the tank to the brim?

5. Three rectangular prisms have a combined volume of 518 cubic feet. Prism A has one-third the volume of
Prism B, and Prisms B and C have equal volume. What is the volume of each prism?

Lesson 6: Find the total volume of solid figures composed of two non-
overlapping rectangular prisms. 5.B.39
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

Lesson 7
Objective: Solve word problems involving the volume of rectangular prisms
with whole number edge lengths.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Fractions 5.NF.4 (9 minutes)

 Find the Volume 5.MD.C (3 minutes)

Sprint: Multiply Fractions (9 minutes)

Materials: (S) Multiply Fractions Sprint

Note: This fluency reviews G5–Module 4.

Find the Volume (3 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M5–Lesson 5.

T: On your boards, write the
formula for finding the volume
of a rectangular prism.
S: (Write V = l w h.)
T: (Write V = l w h.) Project a
rectangular prism with a length
of 5 cm, width of 6 cm, and
height of 2 cm.
T: On your boards, write a
multiplication sentence to express
the volume of the rectangular prism.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.40
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

S: (Beneath V = l × w × h, write V = 5 cm 6 cm 2 cm. Beneath it, write V = 60 cm3.)

Continue this process with the other rectangular prisms.
T: (Project a cube with side lengths equal to 4 inches.) Name the prism.
S: Cube.
T: On your boards, write a multiplication sentence to show the volume of the cube.
S: (Write V = 4 in × 4 in × 4 in. Beneath it, write V = 64 in3.)

Concept Development (38 minutes)

NOTES ON
MULTIPLE MEANS OF
Materials: (S) Problem Set
ENGAGEMENT:
Note: The time normally allotted for the Application Problem The problems in today’s lesson are
has been included in the Concept Development portion of focused on planters and gardening.
today’s lesson. The lesson could serve as a
springboard for planning a school
garden. Students could plan planters
Suggested Delivery of Instruction for Solving Lesson 7’s Word
as Geoffrey does in the lesson given
Problems
parameters of height or base area.
Students might also research optimal
1. Model the problem. soil depths (and thus volume) for
Have two pairs of students who can successfully model the particular plants and vegetables to
problem work at the board while the others work incorporate into their designs.
independently or in pairs at their seats. Review the following Bringing their designs into reality is the
questions before beginning the first problem: ultimate real world problem
connection. If it is possible, let them
 Can you draw something? try. Writing a proposal to present the
 What can you draw? designs (along with estimated costs) to
the principal or school board
 What conclusions can you make from your drawing?
encompasses many skills, but even
As students work, circulate. Reiterate the questions above. cardstock planters with paper flowers
After two minutes, have the two pairs of students share only can be a rewarding experience.
their labeled diagrams. For about one minute, have the
demonstrating students receive and respond to feedback and
questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer. All
should write their equations and statements of the answer.

3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.
Note: Geoffrey builds rectangular planters. All of the inside dimensions of the planters are whole numbers.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.41
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

Problem 1
Geoffrey’s first planter is 8 feet long and 2 feet wide. The container is filled with soil to a height of 3 feet in
the planter. What is the volume of soil in the planter? Explain your work using a diagram.
In this problem students are given three
dimensions (length, width, and height)
and asked to find the volume of the soil
in the planter. The use of the volume
formula allows students to find the
number of cubic feet of soil in the
planter. A non-scaled illustration of the
planter is the most logical diagram to
accompany this work.

Problem 2
Geoffrey wants to grow some tomatoes in four large planters. He wants each planter to have a volume of
320 cubic feet, but he wants them all to be different. Show four different ways Geoffrey can make these
planters, and draw diagrams with the planters’ measurements on them.

In Problem 2, students are asked to come up with four sets of differing dimensions that will all result in a
volume of 320 cubic feet. This problem requires students to think in terms of whole to part. They will need
to find factors of 32 tens to generate the dimensions. The illustrations are just four such examples.
Encourage students to come up with different values for each dimension rather than just changing the name
of the same dimensions (length, width, and height) repeatedly, although that method would result in the
same volume. Simply changing the shape of the planter can provide opportunities for discussion of which
shape might be best to use for different situations. For example, in a small yard, planting a tree which would
need more depth than length might be the best option. There are a wide variety of dimensions that would be
acceptable here, but be sure to have students check their multiplication using the volume formula.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.42
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

Problem 3
Geoffrey wants to make one planter that extends from the ground to just below his back window. The
window starts 3 feet off the ground. If he wants the planter to hold 36 cubic feet of soil, name one way he
could build the planter so it is not taller than 3 feet. Explain how you know.

This problem requires students to work backwards and reason

that since Geoffrey needs 36 cubic feet of volume and that the
height of Geoffrey’s planter is 3 feet, then division shows that NOTES ON
the base of the planter must have an area of 12 square feet. MULTIPLE MEANS OF
From there, students have the freedom to design a planter with EXPRESSION:
a base measuring12 ft × 1 ft, 6 ft × 2 ft, or 4 ft × 3 ft. (Note:
If students have difficulty drawing the
These dimensions may represent either the length or the rectangular prisms freehand, isometric
width.) Again, this presents an opportunity to discuss the dot paper can be used as a scaffold.
connection between areas of the base and the shape the Students may also like to use a
planter will take. Extend the problem by asking students to computer to draw their figures to be
choose the planter that would not extend beyond a 5-foot printed out. Calculations can be done
window. (Any of the previously mentioned planters could work alongside.
in this case, depending on which side is turned towards the
window.) These discussions are sure to invite construction of
viable arguments and the opportunity to critique the reasoning
of classmates.

Problem 4
After all of this gardening work, Geoffrey decides he needs a new shed to replace the old one. His current
shed is a rectangular prism that measures 6 feet long by 5 feet wide by 8 feet high. He realizes he needs a
shed with 480 cubic feet of storage.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.43
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

a. Will he achieve his goal if he doubles each dimension? Why or why not?
This part of Problem 4 gives students a chance to explore the exponential growth potential of doubling all
three dimensions simultaneously. Doubling the length, width, and height of Geoffrey’s shed will result in a
volume that is 8 times that of his current shed (l × 2) × (w × 2) × (h × 2) = (l × w × h) × 8. While this size shed
certainly provides the 480 cubic feet he is looking for, students can reason that doubling each dimension
would lead to a shed that is far larger than Geoffrey needs. This may lead to students trying to double only
two of the dimensions and then realizing that simply doubling one of the dimension of his shed gives Geoffrey
double the volume. This discussion can also include an exploration of which dimension makes the most sense
to double given that this is a garden shed. Would doubling the height give more usable space for gardening
equipment? Does it make more sense to double either the length or the width? Challenge: Is there a way to
change two dimensions and still simply double the space?

b. If he wants to keep the height the same, what could the other dimensions be so that he gets the volume he
wants?
This problem builds on the students’ thinking from the previous problem and asks them to identify
dimensions that would yield a shed volume of 480 cubic feet while maintaining a height of 8 feet. Most
students will correctly reason that you simply need to double one of the other dimensions (the length or the
width) in order to create a doubled volume. However, there are additional ways to create a volume of 480
cubic feet with a height of 8 feet, including halving the length and quadrupling the width. Engage students in
a discussion about why this is possible (think back to Problem 3) and have them share their alternate
solutions.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.44
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

c. If he uses the dimensions in Part (b), what would be the area of the new shed’s floor?
Part (c) requires students to remember their
work from G5–M5–Lesson 4 and multiply the
length times the width to find the area of the
shed floor. Since students will be using their
varied answers from Part (b) to answer this
question, expect to find variety in responses
here as well. However, this is another
opportunity to engage students in a discussion
about why the area must be 60 square feet,
despite using different dimensions from Part
(b).

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Solve word problems involving the

volume of rectangular prisms with whole number edge
lengths.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
 What effect does doubling one dimension have on the volume? Doubling two dimensions?
Doubling all dimensions? Why?
 What effect would doubling one dimension while halving another have on the volume? Why?
 How many prisms can you think of that have a volume of 100 cm3?
 If Geoffrey had been using fractional lengths for the dimensions for his planters, how would that
have changed the possible answers to these questions?

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.45
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5•5

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint 5•5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint 5•5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5•5

Name Date

Geoffrey builds rectangular planters.

1. Geoffrey’s first planter is 8 feet long and 2 feet wide. The container is filled with soil to a height of 3 feet
in the planter. What is the volume of soil in the planter? Explain your work using a diagram.

2. Geoffrey wants to grow some tomatoes in four large planters. He wants each planter to have a volume of
320 cubic feet, but he wants them all to be different. Show four different ways Geoffrey can make these
planters, and draw diagrams with the planters’ measurements on them.

Planter A Planter B

Planter C Planter D

Lesson 7: Solve word problems involving the volume of rectangular prisms with
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 5•5

3. Geoffrey wants to make one planter that extends from the ground to just below his back window. The
window starts 3 feet off the ground. If he wants the planter to hold 36 cubic feet of soil, name one way
he could build the planter so it is not taller than 3 feet. Explain how you know.

4. After all of this gardening work, Geoffrey decides he needs a new shed to replace the old one. His current
shed is a rectangular prism that measures 6 feet long by 5 feet wide by 8 feet high. He realizes he needs a
shed with 480 cubic feet of storage.

a. Will he achieve his goal if he doubles each dimension? Why or why not?

b. If he wants to keep the height the same, what could the other dimensions be for him to get the
volume he wants?

c. If he uses the dimensions in Part (b), what could be the area of the new shed’s floor?

Lesson 7: Solve word problems involving the volume of rectangular prisms with
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 5•5

Name Date

1. A storage shed is a rectangular prism and has dimensions of 6 meters by 5 meters by 12 meters. If Jean
were to double these dimensions, she believes she would only double the volume. Is she correct?
Explain why or why not. Include a drawing in your explanation.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5•5

Name Date

Wren makes some rectangular display boxes.

1. Wren’s first display box is 6 inches long, 9 inches wide, and 4 inches high. What is the volume of the
display box? Explain your work using a diagram.

2. Wren wants to put some artwork into three large display boxes. She knows they all need a volume of 60
cubic inches, but she wants them all to be different. Show three different ways Wren can make these
boxes by drawing diagrams and labeling the measurements.

Shadow Box A Shadow Box B

Shadow Box C

Lesson 7: Solve word problems involving the volume of rectangular prisms with
whole number edge lengths. 5.B.52
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5•5

3. Wren wants to build a box to organize her scrapbook supplies. She has a stencil set that is 12 inches wide
that needs to lay flat in the bottom of the box. The supply box must also be no taller than 2 feet. Name
one way she could build a toy box with a volume of 72 cubic inches.

4. After all of this organizing, Wren decides she also needs more storage for her soccer equipment. Her
current storage box measures 1 foot long by 2 feet wide by 2 feet high. She realizes she needs to replace
it with a box with 12 cubic feet of storage, so she doubles the width.

a. Will she achieve her goal if she does this? Why or why not?

b. If she wants to keep the height the same, what could the other dimensions be for a 12-cubic-foot
storage box?

c. If she uses the dimensions in Part (b), what is the area of the new storage box’s floor?

d. How has the area of the bottom in her new storage box changed? Explain how you know.

Lesson 7: Solve word problems involving the volume of rectangular prisms with
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•5

Lesson 8
Objective: Apply concepts and formulas of volume to design a sculpture
using rectangular prisms within given parameters.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Whole Numbers and Decimals 5.NBT.7 (4 minutes)

 Mixed Numbers to Improper Fractions 4.NF.4 (4 minutes)
 Multiply Mixed Numbers 5.NF.4 (4 minutes)

Multiply Whole Numbers and Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lesson 17. 3×2=6 3 × 0.2 = 0.6 3 × 0.02 = 0.06 0.3 × 0.2 = 0.06
T: (Write 3 × 2.) Say the number sentence.
2 × 7 = 14 2 × 0.7 = 1.4 2 × 0.7 = 1.4 0.02 × 0.7 = 0.014
S: 3 × 2 = 6.
T: (Write 3 × 0.2.) On your boards, write the 5 × 3 = 15 0.5 × 3 = 1.5 0.5 × 0.3 = 0.15 0.5 × 0.03 = 0.015
number sentence and solve.
S: (Write 3 × 0.2 = 0.6.)
T: (Write 0.3 × 0.2.) On your boards, write the number sentence.
S: (Write 0.3 × 0.2 = 0.06.)
T: (Write 0.03 × 0.2.) On your boards, write the number sentence.
S: (Write 0.03 × 0.2 = 0.006.)
Continue the process for the following possible sequence: 2 × 7, 2 × 0.7, 0.2 × 0.7, 0.02 × 0.7, 5 × 3,
0.5 × 3, 0.5 × 0.3, and 0.5 × 0.03.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•5

Mixed Numbers to Improper Fractions (4 minutes)

Materials: (S) Personal white boards NOTES ON
MULTIPLE MEANS OF
Note: This fluency prepares students for G5–M5–Lesson 10. REPRESENTATION:
If students are having trouble with
T: How many halves are in 1? fractions, give them fraction tiles to
S: 2. work with. Have them build 1 whole
from halves, then 2 wholes, and so on.
T: How many halves are in 2?
Then have them build 3 wholes plus 1
S: 4. half and have them count how many
T: How many halves are in 3? halves are in . Continue with other
fractional units.
S: 6.
T: (Write = .) On your boards, write as an
improper fraction.
S: (Write = .)

Continue process for the following possible sequence: , , , , , and .

Multiply Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for G5–M5–Lesson 10.

×2=
Format as illustrated to the right.
T: (Write and below it, (3 × 2) + ( × 2).) = (3 × 2) + ( × 2)
T: (Point to 3 × 2.) Tell me the complete multiplication sentence.
S: 3 × 2 = 6. =6+1

T: (Point to × 2.) Tell me the complete multiplication sentence. =7

S: × 2 = 1.
T: Tell me the addition sentence combining two products.
S: 6 + 1 = 7.
Continue the process using the following possible suggestions: × 2, × 4, and × 3.

Lesson 8: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.55
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•5

Concept Development (38 minutes)

NOTE ON
Materials: (S) Problem Set, evaluation rubric, box patterns and MATERIALS:
lid patterns (at least three of each per group), When printing the box and lid patterns,
scissors, tape, rulers be sure the printer is set to Actual Size.

Note: The time for the Application Problem has been allocated
to the Concept Development for this lesson.
Copy the flattened boxes on the thickest paper available. Each NOTES ON
student or group will need three to five copies of each box, but MULTIPLE MEANS OF
they may not all be used.
ENGAGEMENT:
Students will cut the templates to form boxes of a certain Some students may be overwhelmed
volume by adjusting the height of the sides. They should by the amount of reading and
construct the boxes by taping edges together, and then turn the interpretation of directions required
box open side down to create their sculpture. They may also for the project. Reading the
tape lids on the open ends of their boxes to make construction requirements as a class and having
easier. discussion after each one can be
helpful. Or, place accomplished
Please also note the evaluation rubric included in this lesson. readers with those who struggle.
The rubric can be shared with students so that they understand Some students may benefit from
how their work will be judged. having cubes to actually construct a
This activity can be done individually or in pairs. model of their structure first.

T: Today we will be putting our math sense and

geometric skills to work as each of you design a
sculpture created from a collection of rectangular
prisms. Read the requirements and the rubric with a NOTES ON
neighbor. MULTIPLE MEANS OF
ENGAGEMENT:
Distribute the Project Requirements, the Problem Set, and the
Students who struggle may be
evaluation rubric. Allow students time to read all three.
encouraged to use only three prisms or
T: Now that you’ve had an opportunity to read the be given more latitude in total volume
requirements and the way your work will be evaluated, or in the relationships between the
share your ideas about what you might like to design. prisms. Alternately, those whose
spatial skills are well developed may be
S: I want to make a shape using five prisms and make it as
given additional restrictions to meet to
random as possible.  I want to see if I can do a fulfill the requirements, or may be
capital F, for my name.  I was going to do a scaled asked to use more prisms to construct
version of my tree house, but I’m not sure if I’ll be able their design.
to scale the dimensions right.
T: Here are the boxes like the ones we used in Lesson 2 that you can use to build your rectangular
boxes. There are three different bases to choose from. You may adjust the volume by adjusting the
height of the sides of your box. Watch me cut one of the box patterns and make a box.
(Demonstrate cutting the 6 cm 3 cm template.) If I want to build this first prism to have a volume
of 36 cubic centimeters, what height will I need to measure and cut the sides?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•5

S: They would need to be 2 cm high.

T: Yes. I’ll measure all my side flaps cm from the base. Then I’ll cut, fold, and tape them.
(Demonstrate.) Talk with your neighbor about how you’ll construct your first box and calculate the
volume.
S: Cut the base with rectangles attached on each side that are the same height and fold them up, then
calculate the volume.  Decide on the volume and find the area of the base, then cut the height to
give the volume you need.
T: It might be a good idea to draw a very rough sketch of the design you’re thinking of creating.
S: (Draw.)
T: Reread the third prompt with a friend. Share your ideas about how you’ll meet its requirements.
S: (Share.)
T: What were your ideas?
S: I’m going to make Prism A, then try to cut one of the
other prisms to make it half the volume of Prism A and
call it Prism D.  I can make the biggest prism NOTES ON
possible and then divide the volume in half and try to
MULTIPLE MEANS OF
make another prism one-half of that volume.  I’ll
EXPRESSION:
make a prism, then use the same base to make
another prism, but cut the height in half. That will give Students whose fine motor skills are
me half of the original volume. less developed may enjoy producing a
virtual version of this project. They
T: Reread the fourth prompt with a friend. Share your might use computer-based drawing
ideas about how you’ll meet its requirements. tools to draw the prisms (e.g., Google’s
S: I will take Prism B and cut it up to create a prism with SketchUp). These can be printed and
one-third the volume.  I can use the same big prism then measured to fulfill the
as before and divide the volume by 3 and find a prism requirements of the project.
with dimensions that will equal that number.  I can
take one of the first three prisms and make the height
one-third of the original height, and this will give me
one-third of the volume.
T: The final prompt says that the total volume of your design must not exceed 1,000 cubic centimeters.
Share your ideas.
S: What’s the biggest prism I can do?  We can do a total of five prisms, but they can’t be more than
200 cubic centimeters. One has to be half of another. Another has to be a third of another; this is
going to require some thinking!  Let’s just say we do one prism that’s 420 cubic cm, and one that’s
half of that (210 cc), and then one that’s a third of that (140 cc). That’s 770 cubic centimeters. That
means I still have 230 cubic units and two prisms to play with. I can make one 3 cm by 6 cm by 4 cm
and one 5 cm x 5 cm x 4 cm for a total of 770 + 108 + 100 = 978 cubic centimeters.
T: Once you’ve finalized your boxes, cut a lid with tabs that will fit and tape it to your box. This will give
your boxes stability so they’ll be easier to tape together. I can tell that you’re excited to get started.
Be sure to check your math as you progress and feel free to share your ideas with a neighbor as you
work. (Circulate around the room to ask clarifying questions or provide support to struggling
learners as students work.)

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 5•5

Student Debrief (10 minutes)

Lesson Objective: Apply concepts and formulas of volume to design a sculpture using rectangular prisms
within given parameters.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 What was your thought process as you designed
your sculpture? Were you inspired by something
you have seen or own?
 Which figure did you cut into halves or thirds
when creating another shape? What was your
thought process as you created a shape one-half
or one-third the size? (Did you cut one
dimension into halves or thirds, or did you scale
the entire volume first and then select dimension
to meet that volume?)
 What was your biggest challenge in designing
your sculpture? Explain.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5•5

Name Date

Using the box patterns, construct a sculpture containing at least 5 but not more than 7 rectangular prisms
that meets the following requirements in the table below.

1. My sculpture has 5 to 7 rectangular prisms. Number of prisms: ____________

2. Each prism is labeled with a letter, dimensions, and volume.

Prism A by by Volume

Prism B by by Volume

Prism C by by Volume

Prism D by by Volume

Prism E by by Volume

Prism by by Volume __

Prism D has the volume of prism . Prism D Volume = ________

3.
Prism __ Volume = __________

Prism E has the volume of prism . Prism E Volume = ________

4.
Prism __ Volume = __________

The total volume of all the prisms is Total volume: _________________

1,000 cubic centimeters or less.
Show calculations:
5.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 5•5

Name Date

1. Sketch a rectangular prism that has a volume of 36 cubic cm. Label the dimensions of each side on the
prism. Fill in the blanks that follow.

Height: _______ cm

Length: _______ cm

Width: _______ cm

Volume: _______ cubic cm

Lesson 8: Apply concepts and formulas of volume to design a sculpture using

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5•5

Name Date

1. I have a prism with the dimensions of 6 cm by 12 cm by 15 cm. Calculate the volume of the prism, then
give the dimensions of three different prisms that have of the volume.

Length Width Height Volume

Original Prism 6 cm 12 cm 15 cm

Prism 1

Prism 2

Prism 3

2. Sunni’s bedroom has the dimensions of 11 ft by 10 ft by 10 ft. Her den has the same height, but double
the volume. Give two sets of the possible dimensions of the den and the volume of the den.

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rectangular prisms within given parameters. 5.B.61
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Template 5•5

Project Requirements

1. Each project must include 5 to 7 rectangular prisms.

2. All prisms must be labeled with a letter (beginning with A), dimensions, and volume.
3. Prism D must be the volume of another prism.
4. Prism E must be the volume of another prism.
5. The total volume of all of the prisms must be 1,000 cubic centimeters or less.

--------------------------------------------------------------------------------------------------------------------------------------------

Project Requirements

1. Each project must include 5 to 7 rectangular prisms.

--------------------------------------------------------------------------------------------------------------------------------------------

Project Requirements

1. Each project must include 5 to 7 rectangular prisms.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Template 5•5

Note: Be sure to set printer to Actual Size before printing.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Template 5•5

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Template 5•5

Lid patterns

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Evaluation Rubric 5•5

Name Date

Evaluation Rubric
CATEGORY 4 3 2 1 Subtotal
Completeness All components Project is Project is Project is (× 4)
of Personal of the project missing 1 missing 2 missing 3 or
Project are present and component, components, more _____/16
and Classmate correct, and a and a detailed and an components,
Evaluation detailed evaluation of a evaluation of a and an
evaluation of a classmate’s classmate’s evaluation of a
classmate’s project has project has classmate’s
project has been been been project has
completed. completed. completed. been
completed.

Accuracy of Volume Volume Volume Volume (× 5)

Calculations calculations for calculations calculations calculations
all prisms are include 1 error. include 2–3 include 4 or ______/20
correct. errors. more errors.

Neatness and All elements of Some elements (× 2)

Use of Color the project are of the project
carefully and are carefully
colorfully and colorfully ______/4
constructed. constructed.

TOTAL:

_____ /40

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5•5

Lesson 9
Objective: Apply concepts and formulas of volume to design a sculpture
using rectangular prisms within given parameters.

Suggested Lesson Structure


Fluency Practice (7 minutes)

Application Problem (7 minutes)

Concept Development (36 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (7 minutes)

 Multiply Decimals 5.NBT.7 (3 minutes)

 Multiply Mixed Numbers 5.NF.4 (4 minutes)

Multiply Decimals (3 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lessons 17–18.

T: (Write 4 × 2 =____.) Say the number

4×2=8 4 × 0.2 = 0.8 0.4 × 0.2 = 0.08 0.04 × 0.2 = 0.008
sentence.
S: 4 × 2 = 8. 2 × 9 = 18 2 × 0.9 = 1.8 0.2 × 0.9 = 0.18 0.02 × 0.9 = 0.018
T: (Write 4 × 0.2 =____.) On your boards,
4 × 3 = 12 0.4 × 3 = 1.2 0.4 × 0.3 = 0.12 0.4 × 0.03 = 0.012
write number sentence.
S: (Write 4 × 0.2 = 0.8.)
T: (Write 0.4 × 0.2 =____.) On your boards, write number sentence.
S: (Write 0.4 × 0.2 = 0.08.)
Continue the process for the following possible sequence: 2 × 9, 2 × 0.9, 0.2 × 0.9, 0.02 × 0.9, 4 × 3, 0.4 × 3,
0.4 × 0.3, and 0.4 × 0.03.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5•5

Multiply Mixed Numbers (4 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for G5–M5–Lesson 10. Format your
writing as illustrated to the right. ×2=

T: (Write 4 × 2 and below it (4 × 2) + ( × 2).) = (4 × 2) + ( × 2)

T: (Point to 4 × 2.) Tell me the complete multiplication sentence.
=8+
S: 4 × 2 = 8.
T: (Point to × 2.) Tell me the complete multiplication sentence.
=8
S: ×2= .
T: Tell me the addition sentence combining the two products.
S: 8+ =8 .

Continue process for the following possible suggestions: × 3 and × 2.

Application Problem (7 minutes)

The chart below shows the dimensions of various rectangular packing boxes. If possible, answer the following
without calculating the volume.
a. Which box will provide the greatest volume?
b. Which box has a volume that is equal to the volume of the book box? How do you know?
c. Which box is the volume of the lamp box?

Dimensions
Box Type
(l × w × h)

Book Box 12 in × 12 in × 12 in

Picture Box 36 in × 12 in × 36 in

Lamp Box 12 in × 9 in × 48 in

The Flat 12 in × 6 in × 24 in

Note: This Application Problem builds on students understanding of a scaling principle. Students can use
their sense of part–part–whole and scaling knowledge to answer these questions without finding the volume
of the boxes.

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.69
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5•5

Concept Development (36 minutes)

Materials: (T) Copy of student work from G5–M5–Lesson 8, evaluation rubric (S) Rulers, 2 copies of Problem
Set (1 for use during Concept Development and 1 for independent work)

Note: Before class, the projects should be labeled only with a number and no student names. The review
process in today’s lesson should proceed anonymously.
T: (Post image of the shape below on the board.) Here is
a student’s project designed according to the NOTES ON
directions we used yesterday. I’ve measured the boxes MULTIPLE MEANS OF
and the measurements that you see on the diagram
ENGAGEMENT:
are correct. The volume of A is given. (Distribute a
copy of Problem Set to each student.) Your job is to The high number of measurements
recorded on the diagram may be
use the rubric to see if this student met all the
overwhelming to students with visual
requirements of the assignment.
acuity difficulties. These students may
T: Before we can do that, we must confirm the volumes benefit from a second diagram with
that the student recorded. Work with a neighbor to figures slightly separated and units
check the work this student did to find the volumes of listed on each dimension or a larger
the prisms. (Allow students time to work and share print version of the diagram.
their results.)
T: What did you find? Are the recorded volumes correct?
S: They are correct.  Prisms A and C have volumes of
36 cm3.  Prism B has a volume of 420 cm3.  Prism
E has a volume of 140 cm3.  Prism D’s volume is 18
cm3. C
T: Now we are ready to begin our review. Look at the A
first item on the list. How many prisms are in this
D
design? B
E
S: 5.
T: Check the Element present? box and record the
number of prisms used under Specifics of element. Prism A: 6 cm × 3 cm × 2 cm = 36 cm3
S: (Check box and record 5 prisms.) Prism B: 10 cm × 7 cm × 6 cm = 420 cm3
T: The notes box is for any positive comments we might Prism C: 6 cm × 3 cm × 2 cm = 36 cm3
like to give to this student on this particular element. Prism D: 6 cm × 3 cm × 1 cm = 18 cm3
This is also the place to tell them anything that might Prism E: 10 cm × 7 cm × 2 cm = 140 cm3
be missing in the design. Since this student has met
this requirement, turn and talk to your partner about
what positive comment you might make.
S: I like the way the prisms are sort of symmetrical.  The way the boxes are stacked from big to little
looks good.  Putting the skinny box in the middle makes the design look really big even though
they only used 5 boxes.

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.70
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5•5

T: Let’s look at our next requirement. Are all the

parts labeled with a letter? Record your answer.
NOTES ON
S: Yes, they all have letters. MULTIPLE MEANS OF
T: Are all prisms labeled with their dimensions and ENGAGEMENT:
volume? Record your response. Have students who easily grasp this
S: Yes, all the prisms have dimensions and volume concept and move quickly through the
recorded. Problem Set double one or more
T: Do all recorded measurements have the correct dimensions and calculate the new
volume of the figure. Another option is
units? What are the units for the dimensions and
to ask them if the units were
volume?
centimeters instead of inches, how
S: Yes, all dimensions are in centimeters and volume many liters of liquid the structure
is cubic centimeters. would hold.
T: Write that down. What’s next on our list? How
will we find out if this student met the
requirements? Turn and talk.
S: We need to find out if the Prism D is one-half of
one of the other prisms and if Prism E is one-third
of another prism.  We need to calculate the
volume of all of the prisms first, and then check if
Prism D has one-half the volume of one of the
other prisms and if Prism E has one-third the
volume of one prism.  Prism D has a volume of
18 cm3, which is one-half of Prism A’s volume. 
Prism E has a volume of 140 cm3, which is one-
third of Prism B’s volume.  Prism E has a
volume that is one-third of Prism B’s volume.
MP.6 T: Record your findings. Check the requirement
boxes and use the second page to record your
calculations. (Circulate to make sure students are
using the correct parts of the rubric to record the
information.)
S: (Record.)
T: What is the total volume of this shape?
S: (Work and show that 36 + 36 + 18 + 140 + 420 =
650 cm3.)
T: Did this student meet all the requirements of the
assignment? Tell me how you know.
S: Yes, they did. The volume is 650 cm3, which is less than 1,000 cm3.  There are 5 prisms, and they
had to have 5 to 7 prisms.  The volume of prism D is one-half the volume of Prism A’s.  The
volume of Prism E is one-third the volume of Prism B’s.
T: Remember, if there’s something that doesn’t meet a requirement in the project that you review,
you will record that in the notes column. You may also use the notes box to say something that you
notice about their work.

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.71
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5•5

T: I’m assigning each of you the sculpture of a

fellow classmate (or pair) to review
independently just as we did this one. Write the
number of the project that you review on your
Problem Set. Begin by confirming the
measurements and volumes calculated by your
classmate. (Distribute one sculpture to each
student and circulate to answer questions that
arise.)

Student Debrief (10 minutes)

Lesson Objective: Apply concepts and formulas of volume

to design a sculpture using rectangular prisms within given
parameters.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the
discussion.
 How was the student work you assessed similar to and different
from the design you created?
 If the work that you assessed did not meet the requirements, what
feedback did you provide to help the student be successful?
 How was assessing student work different from creating your
design yesterday? If you could go back and change your design,
would you? In what ways?
 Students might enjoy investigating the sculptures of David Smith,
particularly his Cubi series (as shown to the right). Many in this
David Smith’s
series of sculptures are composed exclusively of rectangular
prisms. Cubi XII

Exit Ticket (3 minutes)

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.72
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5•5

Name Date

I reviewed project number _________________.

Use the rubric below to evaluate your friend’s project. Ask questions and measure the parts to determine
whether he or she has all the required elements. Respond to the prompt in italics in the third column. The
final column can be used to write something you find interesting about that element if you like.
Space is provided beneath the rubric for your calculations.

Element
Requirement present? Specifics of Element Notes
()
1 Sculpture has 5 to 7 prisms. # of prisms:

2 All prisms are labeled with a letter. Write letters used:

3 All prisms have correct dimensions with List any prisms with
units written on the top. incorrect
dimensions or units:

4 All prisms have correct volume with List any prism with
units written on top. incorrect
dimensions or units:

5 Prism D has the volume of another Record on next

prism. page:

6 Prism E has the volume of another Record on next

prism. page:

7 The total volume of all the parts Total volume:

together is 1,000 cubic units or less.

Calculations:

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.73
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 5•5

8. Measure the dimensions of each prism. Calculate the volume of each prism and the total volume. Record
that information in the table below. If your measurements or volume differ from those listed on the
project, put a star by the prism label in the table below and record on the rubric.

Prism Dimensions Volume

A by by

B by by

C by by

D by by

E by by

by by

9. Prism D’s volume is that of Prism _____.

Show calculations below.

10. Prism E’s volume is that of Prism _____.

Show calculations below.

11. Total volume of sculpture: __________.

Show calculations below.

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.74
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 5•5

Name Date

1. A student designed this sculpture. Using the dimensions on the sculpture find the dimensions of each
rectangular prism. Then, calculate the volume of prism.
a. Rectangular Prism Y 10 in

Height: ______________ inches Z

Length: ______________ inches

6 in

Width: ______________ inches

18 in

Volume: ______________ cubic inches Y

6 in 10 in

b. Rectangular Prism Z

Height: ______________ inches

Length: ______________ inches

Width: ______________ inches

Volume: ______________ cubic inches

c. Find the total volume of the sculpture. Label the answer.

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.75
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 5•5

Name Date

1. Find three rectangular prisms around your house. Describe the item you are measuring (cereal box,
tissue box, etc.), then measure each dimension to the nearest whole inch and calculate the volume.
a. Rectangular Prism A
Item:

Height: ______________ inches

Length: ______________ inches

Width: ______________ inches

Volume: ______________ cubic inches

b. Rectangular Prism B
Item:

Height: ______________ inches

Length: ______________ inches

Width: ______________ inches

Volume: ______________ cubic inches

c. Rectangular Prism C
Item:

Height: ______________ inches

Length: ______________ inches

Width: ______________ inches

Volume: ______________ cubic inches

Lesson 9: Apply concepts and formulas of volume to design a sculpture using

rectangular prisms within given parameters. 5.B.76
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Evaluation Rubric 5•5

Name_____________________________________________Date_________________________

Evaluation Rubric
CATEGORY 4 3 2 1 Subtotal
Completeness All components Project is Project is Project is (× 4)
of Personal of the project missing 1 missing 2 missing 3 or _____/16
Project and are present and component, components, more
Classmate correct, and a and a detailed and an components,
Evaluation detailed evaluation of a evaluation of a and an
evaluation of a classmate’s classmate’s evaluation of a
classmate’s project has project has classmate’s
project has been been been project has
completed. completed. completed. been
completed.

Accuracy of Volume Volume Volume Volume (× 5)

Calculations calculations for calculations calculations calculations ______/20
all prisms are include 1 error. include 2–3 include 4 or
correct. errors. more errors.

Neatness and All elements of Some elements (× 2)

Use of Color the project are of the project
carefully and are carefully ______/4
colorfully and colorfully
constructed. constructed.

TOTAL:

_____ /40

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rectangular prisms within given parameters. 5.B.77
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New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 5

Topic C
Area of Rectangular Figures with
Fractional Side Lengths
5.NF.4b, 5.NF.6

Focus Standard: 5.NF.4b Apply and extend previous understanding of multiplication to multiply a fraction or
whole number by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit
squares of the appropriate unit fraction side lengths, and show that the area is
the same as would be found by multiplying the side lengths. Multiply fractional
side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers,
e.g., by using visual fraction models or equations to represent the problem.
Instructional Days: 6
Coherence -Links from: G4–M4 Angle Measure and Plane Figures
-Links to: G6–M2 Arithmetic Operations Including Division of Fractions

In Topic C, students extend their understanding of area as they use rulers and right angle templates to
construct and measure rectangles with fractional side lengths and find their areas. They apply their extensive
knowledge of fraction multiplication to interpret areas of rectangles with fractional side lengths (5.NF.4b) and
solve real world problems involving these figures (5.NF.6), including reasoning about scaling through contexts
in which areas are compared. Visual models and equations are used to represent the problems through the
Read-Draw-Write protocol.

Topic C: Area of Rectangular Figures with Fractional Side Lengths

Date: 1/10/14 5.C.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 5 5

A Teaching Sequence Towards Mastery of Area of Rectangular Figures with Fractional Side Lengths
Objective 1: Find the area of rectangles with whole-by-mixed and whole-by-fractional number side
lengths by tiling, record by drawing, and relate to fraction multiplication.
(Lesson 10)

Objective 2: Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by
tiling, record by drawing, and relate to fraction multiplication.
(Lesson 11)

Objective 3: Measure to find the area of rectangles with fractional side lengths.
(Lesson 12)

Objective 4: Multiply mixed number factors, and relate to the distributive property and the area model.
(Lesson 13)

Objective 5: Solve real world problems involving area of figures with fractional side lengths using visual
models and/or equations.
(Lessons 14–15)

Topic C: Area of Rectangular Figures with Fractional Side Lengths

Date: 1/10/14 5.C.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

Lesson 10
Objective: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing, and relate to
fraction multiplication.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (8 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Decimals 5.NBT.7 (4 minutes)

 Change Mixed Numbers to Fractions 4.NF.4 (4 minutes)
 Multiply Mixed Numbers and Fractions 5.NF.4 (4 minutes)

Multiply Decimals (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lessons 17–18.

T: (Write 2 × 2 = .) Say the
multiplication sentence. 2×2=4 2 × 0.2 = 0.4 0.2 × 0.2 = 0.04 0.02 × 0.2 = 0.004
S: 2 × 2 = 4. 2 × 6 = 12 2 × 0.6 = 1.2 0.2 × 0.6 = 0.12 0.02 × 0.6 = 0.012
T: (Write 2 × 0.2 = .) On your
boards, write the number sentence. 5 × 7 = 35 0.5 × 7 = 3.5 0.5 × 0.7 = 0.35 0.5 × 0.07 = 0.035
S: (Write 2 × 0.2 = 0.4.)
T: (Write 0.2 × 0.2 = .) On your boards, write the number sentence.
S: (Write 0.2 × 0.2 = 0.04.)
Continue the process using the following possible suggestions: 3 × 4, 3 × 0.4, 0.3 × 0.4, 0.03 × 0.4, 5 × 7, 0.5 × 7,
0.5 × 0.7, and 0.5 × 0.07.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.3
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

Change Mixed Numbers to Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for today’s lesson.

T: How many fourths are in 1?
S: 4.
T: How many fourths are in 2?
S: 8.
T: (Write = .) On your boards, write as an improper fraction.
S: (Write = .)

Continue the process for the following possible sequence: , , , , , , , and .

Multiply Mixed Numbers and Fractions (4 minutes)

Materials: (S) Personal white boards
× =
Note: This fluency prepares students for today’s lesson.
T: (Write × = . Point to .) Say as a fraction. = ×

S: .
=
T: (Write = × . Point to .) Say as a fraction.
S: . =

T: (Write = × . Beneath it, write = . Beneath it, write = __.) Multiply the fractions. Then, write the
answer as a mixed number.
S: (Write × = . Beneath it, write × . Beneath it, write . Beneath it, write .)

Continue the process for the following possible sequence: × and × .

Application Problem (8 minutes)

Heidi and Andrew designed two raised flowerbeds for their

garden. Heidi’s flowerbed was 5 feet long by 3 feet wide, and
Andrew’s flowerbed was the same length, but twice as wide.
Calculate how many cubic feet of soil they need to buy in order
to have soil to a depth of 2 feet in both flowerbeds.
Note: This Application Problem reviews the volume work from
earlier in the module.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.4
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

Concept Development (30 minutes)

Materials: (T) 3 unit × 2 unit rectangle, patty paper units for tiling, white
board (S 5large mystery rectangles lettered A–E (1 of each
size per group), patty paper units for tiling, Problem Set

Note: The lesson is written such that the length of one standard patty Rectangle A
paper ( ½” by ½”) is one unit. Hamburger patty paper (available
from big box discount stores in boxes of 1,000) is the ideal square unit
for this lesson due to its translucence and size. Measurements for the
mystery rectangles are given in generic units so that any size square
unit may be used to tile, as long as the tiling units can be folded. Any
paper may be used if patty paper is not available. Consider color-
coding Rectangles A–E for easy reference.
Preparation: Each group needs one copy of Rectangles A–E. The most efficient way of producing these
rectangles is to use the patty paper to measure and trace the outer dimensions of one rectangle. Then use
that rectangle as a template to cut the number required for the class. Rectangles should measure as follows:
Demo Rectangle A: 3 units × 2 units
Rectangle B: 3 units × units
NOTES ON
Rectangle C: units × 5 units MULTIPLE MEANS
REPRESENTATIONS:
Rectangle D: 2 units × units Folding the square units allows
students to clearly see the relationship
of the fractional square unit while
Rectangle E: unit × 5 units maintaining the relationship to the
whole square unit. Consequently, if
T: We want to determine the areas of some mystery students become confused about the
rectangles today. Find the rectangle at your table size of the fractional square unit, the
labeled A. (Allow students time to find the rectangle.) paper may be easily unfolded as a
reminder.
T: If we want to find the area of this mystery rectangle,
what kind of units would we use to measure it?
S: Square units.
T: (Hold up a patty paper tile.) This will be the square
unit we will use to find the area of Rectangle A.
Work with your partner to find the number of
squares that will cover this rectangle with no space
between units and no overlaps. Please start at the
top left hand corner to place your first tile. (Allow
students time to work.)
T: How many square units covered the rectangle?
S: 6 square units.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.5
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

T: Let’s sketch a picture of what our tiling looks like. NOTES ON

Draw the outside of your rectangle first. (Model as MULTIPLE MEANS OF
students draw.)
EXPRESSION:
T: Now show the six tiles. (Allow students time to draw.) Students may use the tiles to measure
T: Look at the longest side of your rectangle. If we the outside dimensions of the rectangle
wanted to measure this side with a piece of string, how before tiling. For some, marking the
many units long would the string need to be? Explain length and width with tick marks to
how you know to your partner. show the lengths of the units may help
them visualize the linear measurement
S: It is 3 units long. I can look at the edge of the units and
more easily.
count.  To measure the length of the side, I’m not
The dimensions can then be recorded
looking at the whole tile; I only need to count the
on the Problem Set prior to drawing
length of each unit. There are 3 equal units on the
the rectangle and partial products.
edge, so the string would need to be 3 units long.
T: Let’s record that. (Write in the length of Rectangle A in
MP.2 the chart.) What is the length of the shorter side?
S: 2 units.
T: Let’s record that in our chart.
T: What is the area of Rectangle A?
S: 6 square units.
T: If we had only labeled the length and the width in our
sketch, could we still know the area? Why or why not?
S: Yes. We know the square units are there even if we
don’t draw them all.  We still just multiply the sides
together. We can imagine the tiles.
T: What would a sketch of this look like? Draw it with
your partner. (Allow students time to draw.)
T: Now find Rectangle B. Compare its size to Rectangle A.
Will its area be greater than or less than that of
Rectangle A?
S: Greater.
T: We see that A and B are the same length. What about
the width?
S: Rectangle B is wider than two tiles, but not
as wide as three tiles. Rectangle Length Width Area
T: Fold your tiles to decide what fraction of A 3 units 2 units 6 units2
another tile we will need to cover the extra
width. Work with your partner. (Allow B 3 units units units2
students time to fold.)
T: What fraction of the tile do you need to cover this part of the rectangle? How do you know?
S: I need half a tile. I laid a whole tile over the extra part and it looked like half to me.  After I folded
up the part of the tile that was hanging off the rectangle, I could see that the fold split the tile into
two equal parts. That means it is halves.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.6
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

T: Finish folding enough tiles to completely cover the width of

Rectangle B.
S: (Fold to cover the rectangle completely.)
T: Let’s record by sketching and filling in the blanks on the
Problem Set. I will record in the chart. What is the length of
Rectangle B?
S: 3 units. (Record on Problem Set.)
T: What is the width?
S: units.
T: What is the area? How do you know?
S: The area is units squared. I counted all of the whole
square units first and then added on the halves.  I
knew it was at least 6 square units, and then we had 3
more halves, so that’s square units.
3× .
T: When we record our tiling, is it necessary to sketch each
tile? Why or why not?
S: No, we can just write down how many there are.  We can show just the side lengths of 3 and .
I’ll know that means three squares across and two and a half squares down.  It’s like the area
model with whole numbers. If I know the sides, I can show the total area by just multiplying.
T: Let’s sketch this rectangle again, but without the
individual tiles. Draw the rectangle and label the
length. (Allow students time to draw.) NOTES ON
T: Now, let’s decompose the units on the width as MULTIPLE MEANS OF
ENGAGEMENT:
2 + . (Label and draw a horizontal line across the
The spatial and visualization skills
rectangle as pictured. Allow students time to draw.) involved in G5–M5–Lessons 10 and 11
T: Let’s record the first partial product. (Point.) Three will be quite natural for some students,
units long by 2 units wide is what area? and quite challenging for others.
S: 6 square units. Consequently, the time needed to
accomplish the tasks will vary, but all
T: Let’s record the second partial product. (Point.) What students should be given the
is the length of this portion? opportunity to tile all the rectangles.
S: 3 units. Both lessons offer two challenging
questions at the end of the Problem
T: What is the width of this portion?
Sets for those who finish the tiling
S: 1 half unit. quickly.
T: What is the area of this part? How do you know?
S: The area is square units, because 3 copies of is 3 halves.
 3 units long by unit wide is square units.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.7
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

T: Does this unit squared area make sense given our prediction? Why or why not?
S: It does make sense. It is only a little wider than the first rectangle, and isn’t that much more than
6.  You can see the first rectangle inside this one. There was a part that was 3 units by 2 units,
and then a smaller part was added on that was units by just half another unit. That’s where the
extra square units come from.  Three times two was easy, and then I know that half of 3 is .
By decomposing the mixed number, it was easy to find the total area.
T: Work with your partner to find the length, width, and area of Rectangles C, D, and E using the patty
paper and recording with the area model. Record your findings on your Problem Set, and then
answer the last two questions in the time remaining. You may record your tiling without drawing
each tile if you wish.
S: (Work.)

Problem Set (5 minutes)

Students should do their personal best to complete the remainder of the Problem Set within the allotted five
minutes if they have finished the tiling problems. Some problems do not specify a method for solving.
Students solve these problems using the RDW approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Find the area of rectangles with whole-

by-mixed and whole-by-fractional number side lengths by
tiling, record by drawing, and relate to fraction
multiplication.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
Record the students’ answers to Task 1 to complete the
class chart as answers are reviewed.
 What relationship did you notice between the areas of Rectangle C and Rectangle E? What accounts
for this relationship?
 How was Rectangle E different from the other rectangles you tiled? Describe how you tiled it.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.8
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 5•5

 How did you determine the area of Rectangle E?

Did you count the single units? Add repeatedly?
Multiply the sides?
 Could you place these rectangles in order of
greatest to least area by using relationships
among the dimensions, but without actually
performing the calculations? Why or why not?
 How did you determine the area of the rectangle
in Problem 6?
 Analyze and compare different solution strategies
for Problem 7.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.9
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5 5

Name Date

Sketch the rectangles and your tiling. Write the dimensions and the units you counted in the blanks.
Then use multiplication to confirm the area. Show your work. We will do Rectangles A and B together.

1. Rectangle A:
Rectangle A is

_ units long units wide

Area = _________ units2

2. Rectangle B: 3. Rectangle C:

Rectangle B is Rectangle C is

_________ units long ________ units wide _________ units long ________ units wide

Area = _ units2 Area = _ units2

4. Rectangle D: 5. Rectangle E:

Rectangle D is Rectangle E is

_________ units long ________ units wide _________ units long ________ units wide

Area = _ units2 Area = _ units2

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.10
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 5 5

6. The rectangle to the right is composed of squares that measure inches on

each side. What is its area in square inches? Explain your thinking using
pictures and numbers.

7. A rectangle has a perimeter of feet. If the width is 12 ft, what is the area of the rectangle?

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.11
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 5•5

Name Date

Emma tiled a rectangle and then sketched her work. Fill in the missing information, and multiply to find the
area.

Emma’s Rectangle:

units long units wide

Area = __________ units2

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.12
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•5

Name Date

1. John tiled some rectangles using square unit. Sketch the rectangles if necessary, fill in the missing
information, and then confirm the area by multiplying.

a. Rectangle A:
Rectangle A is

_ units long units wide

Area = _________ units2

b. Rectangle B:

Rectangle B is

_ units long units wide

Area = _________ units2

c. Rectangle C: Rectangle C is

_ units long units wide

Area = _________ units2

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.13
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 5•5

d. Rectangle D:
Rectangle D is

_ units long units wide

Area = _________ units2

2. Rachel made a mosaic from different color rectangular tiles. Three tiles measured inches × 3 inches.
Six tiles measured 4 inches × inches. What is the area of the whole mosaic in square inches?

3. A garden box has a perimeter of feet. If the length is 9 feet, what is the area of the garden box?

Lesson 10: Find the area of rectangles with whole-by-mixed and whole-by-
fractional number side lengths by tiling, record by drawing and relate 5.C.14
to fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

Lesson 11
Objective: Find the area of rectangles with mixed-by-mixed and fraction-
by-fraction side lengths by tiling, record by drawing, and relate to fraction
multiplication.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply Decimals 5.NBT.7 (9 minutes)

 Multiplying Fractions 5.NF.4 (3 minutes)

Sprint: Multiply Decimals (9 minutes)

Materials: (S) Multiply Decimals Sprint

Note: This fluency reviews G5–Module 4.

Multiplying Fractions (3 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for G5–M5–Lesson 13.

T: (Write × = .) Say the multiplication equation.
S: × = .
T: (Write × = .) Say the multiplication equation.
S: × = .
T: (Write × = .) On your boards, write the multiplication equation.
S: (Write × = .)

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.15
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

Continue the process for the following possible sequence: × , × , × , × , and × .

Application Problem (5 minutes)

Ms. Golden wants to cover her 6.5 foot by 4 foot

bulletin board with silver paper that comes in 1-foot
squares. How many squares does Mrs. Golden need to
cover her bulletin board? Will there be any fractional
pieces of silver paper left over? Explain why or why not.
Draw a sketch to show your thinking.
Note: This Application Problem reviews G5–M5–Lesson
10’s concept of tiling, now with one dimension as a
decimal fraction.

Concept Development (33 minutes)

Materials: (T) Rectangles, patty paper units for tiling, white

board (S) 1 demo and 5 mystery rectangles lettered
A–E (1 of each size per group), patty paper units for
tiling, Problem Set

Note: Today’s lesson parallels the structure of G5–M5–Lesson

10. Rectangles for each group should be prepared in advance
following yesterday’s instructions. The dimensions of today’s
rectangles are given below.
Rectangle A: units × units

Rectangle B: 1 units × units

Rectangle C: unit × 1 units

Rectangle D: unit × units

Rectangle E: unit × units

The added complexities of today’s lesson involve the inclusion

of two mixed number or fractional side lengths. This is an
application of the fraction multiplication lessons of G5–Module
4. Students will also record partial products rather than draw
individual tiles.
T: Let’s start with Rectangle A. Work with your partner to place as many whole tiles on Rectangle A as
you can. Remember to start at the top left corner of the rectangle.

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.16
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

S: (Place whole tiles on Rectangle A.)

T: How many whole tiles fit? NOTES ON
MULTIPLE MEANS OF
S: 8.
ENGAGEMENT:
T: Is this the area of the rectangle?
Include Rectangle E as an optional
S: No. challenge. Folding and tiling Rectangle
T: Fold some of your square units to cover the rest of E requires students to fold thirds and to
the rectangle’s length. (Allow time for students to reason about another area less than 1
work.) square tile. Recording for Rectangle E
should be done on separate paper, as it
T: What fractional unit do you need to do this? How is not included on the Problem Set.
many?
The last two problems on the Problem
S: I needed 2 half units.  The unit was halves. I needed Set also offer extensions for students
2 of them. who finish the tiling and multiplication
T: Now, fold some units to cover the rest of the quickly.
rectangle’s width. (Allow time for students to work.)
T: What fractional unit did you use this time, and how
many?
S: I needed halves again. This time it was 4.  It was 4 NOTES ON
half units. MULTIPLE MEANS OF
T: I see that we’ve covered almost all of the rectangle, EXPRESSION:
but there seems to be a part at the bottom that is even For some students, it may be more
smaller than the halves we just placed. How can we effective to place a whole square unit
find the fractional unit that will fit here? Turn and talk. over the last corner of the rectangle
and then trace the outline or shade the
S: I can see that if I fold a square unit in half, it fits in one corner of the rectangle on the patty
direction, but it’s too long in the other direction. paper. (Because the patty paper is
Maybe if I fold it again, it will fit.  If I fold it in half, it translucent, the edge of the rectangle
fits the length. Then if I fold that half in half again, it is clearly visible.) Students may then
fits perfectly in the space.  The part is half the size of fold until only the outlined portion of
half a square unit. Half of a half is 1 fourth of a square the paper is visible. When the paper is
unit. unfolded, only 1 of the 4 equal parts is
bordered (or shaded).
T: Unfold the paper that you’ve made to fit in this part.
What fraction of a whole square unit covers this part?
S: 1 fourth of a square unit.
T: Work with your partner to count the tiles to determine
the area.
S: (Count tiles with partner.)
Guide students also to isolate the last
T: What is the area? How did you count it?
corner of the rectangle and use a single
S: I counted the 8 squares first. I added 6 halves, or 3 piece of patty paper to model the
more squares. Then, I added to 11. That’s multiplication of a fraction by a fraction
to produce a double-shaded area (as in
11 square units.  I could see two rows of 4 units. G5–Module 4). This double-shaded
That is 9. Then there were 4 halves and in a row. portion can then be laid on top of the
rectangle’s corner and should fit
perfectly.

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.17
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

That is + 9 = 11 . The area is 11 square units.

T: Let’s record our thinking. I’ll work on the board. You NOTES ON
record on your Problem Set. Sketch the rectangle first. MULTIPLE MEANS OF
Decompose the length and width into ones and REPRESENTATION:
fractional parts. Please note that the algorithm is
S: (Sketch and decompose the length and width.) provided so that students are exposed
T: How did you decompose the length? to a more formal representation of the
distribution. However, students should
S: 4+ . not be required to be as formal in their
own calculations. Using an area model
T: (Record in the algorithm.) The width?
to keep track of thinking is sufficient.
S: 2+ .
T: (Record in the algorithm.) Let’s use multiplication to
confirm the area we found with counting. Let’s start
with the ones. (Point, then record each partial product
in the rectangle and in the algorithm.)
2 units × 4 units equals?
S: 8 square units.
T: (Point and record.) 2 units × unit equals?
S: 2 half square units.  1 square unit.
T: (Point and record.) unit × 4 units equals?
S: 4 half square units  2 square units.
T: (Point and record.) unit × unit equals?
S: square unit.
T: Find the sum.
S: (Work to find 11 units2.)
T: Was the area the same using multiplication and the
area model?
S: Yes!
T: Use your tiles to determine the area and dimensions of the other rectangles. Record your findings
on your Problem Set. Then multiply to confirm the area.

Problem Set (5 minutes)

Students should do their personal best to complete the remainder of the Problem Set within the allotted 5
minutes if they have finished the tiling problems. Some problems do not specify a method for solving.
Students solve these problems using the RDW approach used for Application Problems.

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.18
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

Student Debrief (10 minutes)

Lesson Objective: Find the area of rectangles with mixed-

by-mixed and fraction-by-fraction side lengths by tiling,
record by drawing, and relate to fraction multiplication.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Compare the rectangles we tiled today to the
rectangles we tiled yesterday. What do you
notice? How did that change the way we had to
tile?
 Which rectangle was the easiest to tile? Which
was the hardest? Why?
 Explain your strategy for tiling Rectangle D (and
Rectangle E, where applicable). How was finding
the area of this rectangle similar to the fraction
multiplication we did in Module 4? How was it
different?
 Explain your strategy for finding the areas of the
rectangles in Problem 5 and how you compared
them.
 How is Problem 6 in today’s Problem Set like
Problem 6 in yesterday’s Problem Set (G5–M5–
Lesson 10), and how is it different? Yesterday’s
problem read: A rectangle has a perimeter of
feet. If the width is 12 ft, what is the area of
the rectangle?

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.19
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 5•5

Exit Ticket (3 minutes)

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.20
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint 5•5

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.21
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Sprint 5•5

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.22
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•5

Name Date

Draw the rectangle and your tiling.

Write the dimensions and the units you counted in the blanks.
Then, use multiplication to confirm the area. Show your work.

1. Rectangle A: 2. Rectangle B:

Rectangle A is Rectangle B is

_________ units long ________ units wide _________ units long ________ units wide

Area = _ units2 Area = _ units2

3. Rectangle C: 4. Rectangle D:

Rectangle C is Rectangle D is

_________ units long ________ units wide _________ units long ________ units wide

Area = _ units2 Area = _ units2

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.23
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 5•5

5. Colleen and Caroline each built a rectangle out of square tiles placed in 3 rows of 5. Colleen used tiles
that measured 1 cm squares. Caroline used tiles that measured cm.
a. Draw the girls’ rectangles, and label the lengths and widths of each.

b. What are the areas of the rectangles in square centimeters?

c. Compare the area of the rectangles.

6. A square has a perimeter of 51 inches. What is the area of the square?

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.24
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 5•5

Name Date

1. To find the area, Andrea tiled a rectangle and sketched her answer. Sketch the rectangle, and find the
area. Show your multiplication work.

Rectangle is

units × units

Area = ______________

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.25
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•5

Name Date

1. Kristen tiled the following rectangles using square units. Sketch the rectangles, and find the areas. Then
confirm the area by multiplying. Rectangle A has been sketched for you.
a. Rectangle A:

Rectangle A is

units long × units wide

Area = __________ units2

b. Rectangle B:
Rectangle B is

units long × unit wide

Area = _________ units2

c. Rectangle C:

Rectangle C is

units long × units wide

Area = __________ units2

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.26
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 5•5

d. Rectangle D: Rectangle D is

units long × units wide

Area = __________ units2

2. A square has a perimeter of 25 inches. What is the area of the square?

Lesson 11: Find the area of rectangles with mixed-by-mixed and fraction-by-
fraction side lengths by tiling, record by drawing, and relate to 5.C.27
fraction multiplication.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

Lesson 12
Objective: Measure to find the area of rectangles with fractional side
lengths.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (3 minutes)

Concept Development (37 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiplying Fractions 5.NF.4 (4 minutes)

 Find the Volume 5.MD.C (6 minutes)

Multiplying Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for G5–M5–Lesson 13.

T: (Write × .) Say the multiplication number sentence.
S: × = .
T: (Write × .) Say the multiplication number sentence.
S: × = .
T: (Write × . Beneath it, write = __.) On your boards, write the multiplication number sentence.
Then, simplify the fraction.
S: (Write × = . Beneath it, write = .)

Continue the process for the following possible sequence: × , × , × , × , and × .

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.28

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

Find the Volume (6 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews volume concepts and formulas.

T: (Project a prism 5 units × 2 units × 4 units. Write V = __ units × ___ units × ___ units.) Find the
volume.
S: (Write 40 units3 = 5 units × 2 units × 4 units.)
T: How many layers of 10 cubes are in the prism?
S: 4 layers.
T: (Write 4 × 10 units3 = ______.) Four copies of 10 cubic units is…?
S: 40 cubic units.
T: How many layers of 8 cubes are there?
S: 5 layers.
T: (Write 5 × 8 units3 = ______.) Five copies of 8 cubic units is…?
S: 40 cubic units.
T: How many layers of 20 cubes are there?
S: 2 layers.
T: Write a multiplication sentence to find the volume of the prism, starting with the number of layers.
(Point.)
S: (Write 2 units × 20 units2 = 40 units3.)
Repeat the process with the following prisms.

Application Problem (3 minutes)

Margo is designing a label. The dimensions of the label are

inches by inches. What is the area of the label? Use the
RDW process.
Note: Students can use the area model used in G5–Module 4
and in G5–M5–Lessons 10–11 to solve. This bridges to today’s
lesson, which extends the use of the area model.

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.29

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

Concept Development (37 minutes)

Materials: (T) Ruler, projector (S) Ruler, Problem Set

Problem 1(a)
Project the first rectangle in the Problem Set.
T: We will find areas of more mystery rectangles today. What was the relationship of the areas we
found using square tiles and the areas we found using multiplication?
S: We got the same answers.  Tiling or finding partial
products using multiplication will always give the same
area, because the rectangle we are using is the same. NOTES ON
T: Today we’ll use a ruler to help us find area. Turn and MULTIPLE MEANS OF
talk to your partner about how you think a ruler might REPRESENTATION:
be useful in finding the area of a rectangle. Some students will benefit from
S: It’s not square units, but we can measure the edges. drawing each square inch as a tile,
 The ruler lets us measure the sides to find out the connecting back to the tiling process.
Others may need to use inch tile
lengths we need to multiply.
manipulatives to understand this
T: Work with your partner to measure the lengths of the process. (Remember that concrete
first rectangle of the Problem Set. Compare your materials should be foldable.)
measurements. Encourage students often to return to
S: (Measure the first rectangle.) pictorial or concrete representations as
T: What are the lengths of the side? needed during any lesson to scaffold
understanding.
S: 2 inches and inches.
T: Estimate the area of this rectangle. Turn and talk.
S: If this was just a inch square, the area would be 4 square inches. It’s a little longer than that, so it
will be a little more than 4.  The longer side is between 2 and 3 inches, so the area should be
somewhere between 4 square inches and 6 square inches.
T: Let’s find the actual area. Decompose the longer side by marking the end of the 2 whole inches and
labeling the wholes and the half inch on our rectangles. (Model on the board as shown.)
S: (Decompose and label.)
T: Now, let’s use this decomposition to find the area of smaller parts of the rectangle. Using your ruler,
draw a line separating the ones from the fractional units. (Model.)
S: (Separate the ones with a line.)
T: Now, let’s multiply to find the areas of these sections. Let’s start with the ones by ones part. Talk
with your partner. What is the area of the part that is 2 inches by 2 inches? If it helps, imagine or
draw tiles in your rectangle.
S: There are two going across and two rows of them, so four altogether.  I remember that I can
multiply the sides, so 2 inches × 2 inches is 4 square inches.
T: What is the area?

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.30

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

S: 4 square inches.
T: Record that.
T: Turn and talk. What is the area of the smaller part? How do you
know?
S: Half of 2, so 1.  Two times . Two halves make 1, so 1.  1
square inch.
T: Yes, the area is 1 square inch. Let’s write that too. (Model as
shown at right.)
T: What is the total area of the rectangle? Does our answer make
sense?
S: 5 square inches.  It makes sense because we said the area
should be between 4 and 6 square inches and it is.

Problem 1(b)
Project the second rectangle in the Problem Set.
T: Measure the next rectangle with your ruler. (Allow students
time to measure.)
T: What is the length?
S: inches.
T: And the width?
S: inches.  This is a square so the width is also inches.
T: Estimate the area with your partner.
NOTES ON
S: It’s almost inches by inches. The area should be MULTIPLE MEANS OF
less than 4 square inches.  The area will be between ENGAGEMENT:
1 square inch and 4 square inches, but closer to 4 For students who need to review
because the sides are almost 2 inches long. fraction multiplication, model the
shaded area models from G5–Module 4
T: Decompose the sides into ones and fractional parts to show a fraction times a fraction, or a
and record that on your Problem Set. fraction of a fraction.
Circulate and assist students. Then, project a student’s work, or
record on the board as shown.
T: Work with your partner to find the area of each of
these four parts.
S: (Find the area of each of the four parts.)
T: What is the area of the part that is 1 inch on each side?
S: 1 square inch.
T: Then we have two parts with 1 inch on one side and inch on the
other. What is the area of each of those parts? How do you know?

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.31

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

S: It’s not a whole square inch.  A whole tile wouldn’t fit in either of these places. We would have to
fold it to make it fit.  Three-fourths of a square inch because 3 fourths times 1 is 3 fourths.
T: (Record the measures in each part of the area model.) Now we’re left with the last little square. It
is of an inch on each side. Is this area greater or less than the other parts? How do you know?
S: It’s smaller, because both sides are shorter than the other parts.  It’s only part of an inch on each
side, so it will be less area.  The area is a fraction of a fraction. We want 3 fourths of 3 fourths.
It’s a fraction of an inch on each side. Three-fourths of a square inch would be like splitting a whole
into four parts and taking one part off.
T: What do we need to do to find the area of this last section of our square?
S: Just like before, we need to multiply the length times the width.  We need to multiply by
T: What is the area of the small square?
S: square inch.
T: How will we find the total area?
S: Add all the parts.  Add across each row and then add the rows together.
Circulate and support students as they add the partial products. Review the need for common denominators
as necessary.
T: What is the total area of the square?
S: square inches!

Repeat this sequence of questioning with each problem as necessary. As students understand the concept,
release them to work independently.

Problem Set (5 minutes)

Students should do their personal best to complete the
remainder of the Problem Set within the allotted 5
minutes. Some problems do not specify a method for
solving. Students solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Measure to find the area of rectangles

with fractional side lengths.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.32

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 5•5

misconceptions or misunderstandings that can be

addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look back at the area model we did together in
Problem 1(b) ( × ). How many squares do
you see in your area model? What patterns do
you see whenever you have an area model of a
square?
 What is the relationship between Problem 1(e)
and Problem 1(f) in the Problem Set? (Both
rectangles have the same area. The length of
Problem 1(f) is 5 times the length of Problem
1(e). The width of Problem 1(f) is one-fifth the
width of Problem 1(e).)
 Using mental math, how can you find times any
fraction? (Double the denominator.)
 How is Problem 2(b) like the example we did
together, × . (Both have two factors that
are the same.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.33

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Name Date

1. Measure each rectangle with your ruler, and label the dimensions. Use the area model to find each area.

a. b.

c. d.

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.34

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e. f.

2. Find the area. Explain your thinking using the area model.

a. 1 ft × ft b. yd × yd

c. yd × yd

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.35

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3. Hanley is putting carpet in her house. She wants to carpet her living room, which measures 15 ft × ft.
She also wants to carpet her dining room, which is ft × ft. How many square feet of carpet will
she need to cover both rooms?

4. Fred cut a inch square of construction paper for an art project. He cut a square from the edge of the
big rectangle whose sides measured inches. (See picture below.)

a. What is the area of the smaller square that Fred cut out?

in
b. What is the area of the remaining paper?
in
in

in
in

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.36

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Name Date

Measure the rectangle with your ruler, and label the dimensions. Find the area.

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.37

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Name Date

1. Measure each rectangle with your ruler, and label the dimensions. Use the area model to find the area.
a. b.

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.38

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2. Find the area. Explain your thinking using the area model.

a. yd × yd b. ft × ft

3. Kelly buys a tarp to cover the area under her tent. The tent is 4 feet wide and has an area of 31 square
feet. The tarp she bought is feet by feet. Can the tarp cover the area under Kelly’s tent? Draw a
model to show your thinking.

4. Shannon and Leslie want to carpet a ft by ft square room. They can’t put carpet under an
entertainment system that juts out. (See the drawing below.)

a. In square feet, what is the area of the space with no carpet? ft

Entertainment
System
ft ft
b. How many square feet of carpet will Shannon and Leslie ft
need to buy?

Lesson 12: Measure to find the area of rectangles with fractional side lengths.
Date: 1/10/14 5.C.39

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

Lesson 13
Objective: Multiply mixed number factors, and relate to the distributive
property and area model.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (7 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiplying Fractions 5.NF.4 (4 minutes)

 Find the Volume 5.MD.C (6 minutes)

Multiplying Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency prepares students for today’s lesson.

T: (Write × = .) Say the multiplication equation.
S: × = .
T: (Write × = .) Say the multiplication equation.
S: × = .
T: (Write × = . Beneath it, write = __.) On your boards, write the multiplication equation. Then,
simplify the fraction.
S: (Write × = . Beneath it, write = .)

Continue the process for the following possible sequence: × , × , × , × , and × .

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.40
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

Find the Volume (6 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews volume concepts and formulas.

T: (Project a prism 4 units × 2 units × 3 units. Write V = __ units × ___ units × ___ units.) Find the
volume.
S: (Write 24 units3 = 4 units × 2 units × 3 units.)
T: How many layers of 6 cubes are in the prism?
S: 4 layers.
T: (Write 4 × 6 units3.) Four copies of 6 cubic units is…?
S: 24 cubic units.
T: How many layers of 8 cubes are there?
S: 3 layers.
T: (Write 3 × 8 units3.) Three copies of 8 cubic units is…?
S: 24 cubic units.
T: How many layers of 12 cubes are there?
S: 2 layers.
T: Write a multiplication equation to
find the volume of the prism, starting
with the number of layers.
S: (Write 2 × 12 units3 = 24 units3.)
Repeat the process for the prisms pictured.

Application Problem (7 minutes)

The Colliers want to put new flooring in a foot by

foot bathroom. The tiles they want come in 12-inch
squares. What is the area of the bathroom floor? If the
tile costs $3.25 per square foot, how much will they
spend on the flooring?
Note: This type of tiling applies the work from G5–M5–
Lessons 10–13 and bridges to today’s lesson on the
distributive property.

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.41
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

Concept Development (33 minutes)

Materials: (S) Personal white boards

In this lesson, students reason about the most efficient strategy to use to multiply mixed numbers:
distributing with the area model or multiplying improper fractions and canceling to simplify.

Problem 1
𝟏
Find the area of a rectangle inches × inches and discuss strategies for solving. 1
𝟑
in

T: (Project Rectangle 1.) How is this rectangle different from the

rectangles we’ve been working with?
S: We know the dimensions of this one.  The side lengths are given to
us, so we don’t need to tile or measure.
T: Find the area of this rectangle. Use an area model to show your 3
𝟑
in
𝟒
thinking.
S: (Find the area using a model.)
T: What is the area of this rectangle?
S: 5 inches squared.
T: We’ve used the area model many times in Grade 5 to help
us multiply numbers with mixed units. How are these side
lengths like multi-digit numbers? Turn and talk.
MP.4 S: A two-digit number has two different size units in it. The
ones are smaller units, and the tens are the bigger units.
These mixed numbers are like that. The ones are the
bigger units, and the fractions are the smaller units.
 Mixed numbers are another way to write decimals.
Decimals have ones and fractions, and so do these.
T: (Point to the model and calculations.) When we add
partial products, what property of multiplication are we
using?
S: The distributive property.
T: Let’s find the area of this rectangle again. This time let’s
use a single unit to express each of the side lengths. What
is expressed only in thirds?
S: 4 thirds.
T: (Record on the rectangle.) Express using only fourths.
S: 15 fourths.
T: (Record on the rectangle.) Multiply these fractions to find the area.

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.42
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

S: (Multiple to find the area.)

T: What is the area?
S: 5 in2.
T: Which strategy did you find to be more efficient? Why?
S: This way was a lot faster for me!  These fractions were easy to simplify before I multiplied, so
there were fewer calculations to do to find the area.
T: Do you think it will always be true that multiplying the fractions will be the most efficient? Why or
why not?
S: This seems easier, because it’s multiplying whole
numbers.  I like the distributive property better NOTES ON
because the numbers stay smaller doing one part at a
MULTIPLE MEANS OF
time.  I’m not sure, some larger mixed numbers
ENGAGEMENT:
might be a lot more challenging.
Some students may need a quick
T: Lots of different viewpoints here. Let’s try another refresher on changing mixed numbers
example to test these strategies again. to improper fractions or vice versa.
Student should be reminded that a
Problem 2 mixed number is an addition sentence,
Determine when the distributive property or the multiplication so when converting to an improper
fraction, the whole number can be
of fractions is more efficient to solve for area.
expressed in the unit of the fractional
T: (Draw a rectangle with side lengths in and in.) part and then both like fractions
added.
Which strategy do you think might be more efficient to
find the area of this rectangle? Turn and talk.
S: The fractions are pretty easy, so I think the distributive property will be quicker.  The numerators
will be big. I think distribution will be easier.  I like to simplify fractions, so I think improper
fractions will work easier.
T: Work with a partner to find the area of this
rectangle. Partner A, use the distributive
property with an area model. Partner B,
express the sides using fractions greater than
1. (Allow students time to work.)
T: What is the area? Which strategy was more
efficient?
S: The improper fractions were messy. When I
converted to improper fractions, the numerators I got were 33 and 17, and there weren’t any
common factors to help me simplify. The area is in2, which is right, but it’s weird. I had to use
long division to figure out that the area was square inches.  The distributive property was
much easier on this one. The partial products were all easy to do in my head. I just added the sums
of the rows and got square inches.
T: Does the method that you choose matter? Why or why not? Turn and talk.

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.43
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

S: Either way, we got the right answer.  Depending on the numbers, sometimes distributing is easier,
and sometimes just multiplying the improper fractions is easier.
Repeat the process to find the area of a square with side length m.

T: When should you use each strategy? Talk to your partner.

S: If the numbers are small, fraction multiplication might be better, especially if some factors can be
simplified.  For large mixed numbers, I think the area model is easier, especially if some of the
partial products are whole numbers or have common denominators.  You can always start with
one strategy and change to the other if it gets too hard.
𝟑
Problem 3 𝟒
in

An 8 inch by 10 inch picture is resting on a mat. Three-fourths inch of

the mat shows around the entire edge of the picture. Find the area of
the mat not covered by the picture.
T: Compare this problem to others we’ve worked. Turn and talk.

10 in
S: There are two rectangles to think about here.  We have to
think about how to get just the part that is the mat and not the
area of the whole thing.  It is a little bit of a mystery
rectangle because they are asking about the mat, but they only
gave us the measurements of the picture. 8 in
T: Work with your partner and use RDW to solve. (Allow students
time to work.)
T: What did you think about to solve this problem?
S: I started by imagining the mat without the picture on top. I
added the extra part of the mat ( inches) to the picture to
find the length and width of the mat. Then, I multiplied and
found the area of the mat. I subtracted the picture’s area from
the mat and got the answer.  I started to use improper
fractions, but the numbers were really large, so I used the area
model.  I used the area model for the mat’s area,
because I saw the measurements were going to have
fractions. Then, I just multiplied 8 × 10 to find the
area of the picture.  After I figured out the area of
the mat, I drew a tape diagram to show the part I
knew and the part I needed to find.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some classes,
it may be appropriate to modify the assignment by specifying
which problems they work on first. Some problems do not specify a method for solving. Students solve these
problems using the RDW approach used for Application Problems.

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.44
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 5•5

Student Debrief (10 minutes)

Lesson Objective: Multiply mixed number factors, and

relate to the distributive property and area model.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 What are the strategies that we have used to find
the area of a rectangle? Which one do you find
the easiest? The most difficult? How do you
decide which strategy you will use for a given
problem? What kinds of things do you think
about when deciding?
 In the Problem Set, when did you use the
distributive property and when did you multiply
improper fractions? Why did you make those
choices?
 How did you solve Problem 3?
 What are some situations in real life where
finding the area of something would be needed or
useful?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.45
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5•5

Name Date

1. Find the area of the following rectangles. Draw an area model if it helps you.

a. km × km b. m× m

c. yd × yd d. mi × mi

2. Julie is cutting rectangles out of fabric to make a quilt. If the rectangles are inches wide and inches
long, what is the area of four such rectangles?

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.46
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 5•5

3. Mr. Howard’s pool is connected to his

pool house by a sidewalk as shown. He
wants to buy sod for the lawn, shown in
grey. How much sod does he need to
buy?

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.47
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket 5•5

Name Date

Find the area. Draw an area model if it helps you.

1. mm × mm 2. km × km

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.48
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5•5

Name Date

1. Find the area of the following rectangles. Draw an area model if it helps you.

a. cm × cm b. 2. ft × ft

c. in × in d. 4. m× m

2. Chris is making a table top from some leftover tiles. He has 9 tiles that measure inches long and
inches wide. What is the area he can cover with these tiles?

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.49
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 5•5

3. A hotel is recarpeting a section of the lobby. Carpet covers the part of the floor as shown below in grey.
How many square feet of carpeting will be needed?

9 ft

3 in

ft ft

12 ft
8 ft

17 ft

Lesson 13: Multiply mixed number factors, and relate to the distributive property
and area model. 5.C.50
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

Lesson 14
Objective: Solve real world problems involving area of figures with
fractional side lengths using visual models and/or equations.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Multiply Fractions 5.NF.4 (4 minutes)

 Find the Volume 5.MD.5c (5 minutes)
 Physiometry 4.G.1 (3 minutes)

Multiply Fractions (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lessons 13–16.

T: (Write .) Say the multiplication number sentence.

S: = .

Continue the process with and .

T: (Write .) Write the number sentence.

S: (Write = .)

T: (Write .) Say the multiplication sentence.

S: = .

Repeat the process with , , and .

T: (Write .) Write the multiplication sentence.

S: (Write = .)

Lesson 14: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.51
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

Continue the process with .

T: (Write .) On your boards, write the number sentence.

S: (Write = .)

T: (Write .) On your boards, write the number sentence.

S: (Write = = 1.)

Find the Volume (5 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews volume concepts and formulas.

T: (Project a prism 3 units 2 units 7 units. Write V = __ units ___
units ___ units.) Find the volume.
S: (Write 42 units3 = 4 units 2 units 3 units.)
T: How many layers of 6 cubes are in the prism?
S: 7 layers.
T: Write a multiplication sentence to find the volume starting with the
number of layers.
S: (Write 7 6 units3 = 42 units3.)
T: How many layers of 21 cubes are there?
S: 2 layers.
T: Write a multiplication sentence to find the volume starting with the
number of layers.
S: (Write 2 21 units3 = 42 units3.)
T: How many layers of 14 cubes are there?
S: 3 layers.
T: Write a multiplication sentence to find the volume starting with the
number of layers.
S: (Write 3 14 units3 = 42 units3.)
Repeat process for the other prisms.

Physiometry (3 minutes)
Materials: (S) Personal white boards

Note: Kinesthetic memory is strong memory. This fluency prepares students

for G5–M5–Lesson 16.
T: Stand up.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

S: (Stand up.)
T: (Point at side wall.) Point to the wall that runs parallel to the one I’m pointing to.
S: (Point to the opposite wall.)
T: (Point to back wall.)
S: (Point to front wall.)
T: (Point to side wall.)
S: (Point to the opposite side wall.)
T: (Point at front wall.)
S: (Point at back wall.)
T: (Stretch one arm up, directly at the ceiling. Stretch the other arm directly towards a wall, parallel to
the floor.) What type of angle do you think I’m modeling with my arms?
S: Right angle.
T: Model a right angle with your arms.
S: (Stretch one arm up, directly at the ceiling. Stretch another arm directly towards a wall, parallel to
the floor.)
T: (Stretch the arm pointing towards a wall directly up towards the ceiling. Move the arm pointing
towards the ceiling so that it points directly towards the opposite wall.) Model another right angle.
S: (Stretch the arm pointing towards a wall directly up towards the ceiling. Move the arm pointing
towards the ceiling so that it points directly towards the opposite wall.)

Concept Development (38 minutes)

Materials: (S) Problem Set

Note: The Problem Set has been incorporated into the Concept Development. The problems in today’s
lesson can be time intensive. It may be that only two or three problems can be solved in the time allowed.
Students will approach representing these problems from many perspectives. Allow students the flexibility to
use the approach that makes the most sense to them.

Suggested Delivery of Instruction for Solving Lesson 14’s Word Problems

1. Model the problem.

Have two pairs of student who can successfully model the problem work at the board while the others work
independently or in pairs at their seats. Review the following questions before beginning the first problem:
 Can you draw something? This may or may not be a tape diagram today. An area model may
be more appropriate.
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of students
share only their labeled diagrams. For about one minute, have the demonstrating students receive and

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lengths using visual models and/or equations. 5.C.53
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

respond to feedback and questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer. All
should write their equations and statements of the answer.
7
3. Assess the solution for reasonableness. 12 ft
8

Give students one to two minutes to assess and explain the

reasonableness of their solution.

Problem 1
8 ft
George decided to paint a wall with two windows. Both
MP.1 windows are ft by ft rectangles. Find the area the paint
needs to cover.
Students must keep track of three different areas to solve
Problem 1. Using a part–whole tape diagram to represent these areas may be helpful to some students,
while others may find using the area model to be more helpful. Students have choices in strategy for
computing the areas as well. Some may choose to use the distributive property. Others may choose to
multiply improper fractions. Once students have solved, ask them to justify their choice of strategy. Were
they able to tell which strategy to use from the beginning? Did they change direction once they began? If so,
why? Flexibility in thinking about these types of problems should be a focus.

Problem 2
Joe uses square tiles, some of which he cuts in half, to make the figure below. If
each square tile has a side length of inches, what is total area of the figure?

The presence of the triangles in the design may prove challenging for some
students. Students who understand area as a procedure of multiplying sides, but
do not understand the meaning of area may need scaffolding to help them reason
about mentally reassembling the 6 halves to find 3 whole tiles.

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lengths using visual models and/or equations. 5.C.54
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

NOTES ON
MULTIPLE MEANS OF
EXPRESSION:
If students are struggling with this
problem, give them 13 square units
and allow them to make designs with
the tiles and find the areas. They will
quickly see that the layout of the tiles
does not change the area the tiles
cover. They can then recreate the
design in Problem 2 physically re-
assembling the half tiles as necessary
to reason about the wholes.

Problem 3
All-In-One Carpets is installing carpeting in three rooms. How many square feet of carpet are needed to
carpet all three?
While this problem is a fairly straightforward, additive area problem, an added complexity occurs at finding
the dimensions of Room C. The complexity of this problem also lies in the need to keep three different areas
organized before finding the total area. Again, once students have had opportunity to work through the
protocol, discuss the pros and cons of various approaches, including the reasoning for their choice of
strategy.

NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Problem 3 might be extended by
inviting students to research actual
carpet prices from local ads or the
internet and calculate what such a
project might cost in real life.
Comparison between the costs of using
different types of flooring (hardwood
versus carpet, for example) may also
be made.

Lesson 14: Solve real world problems involving area of figures with fractional side
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

Problem 4 Sod Prices

Mr. Johnson needs to buy sod for his front lawn. Price per square
Area
foot
a. If the lawn measures ft by ft, how many square
First 1,000 sq ft $0.27
feet of sod will he need? Next 500 sq ft $0.22
b. If sod is only sold in whole square feet, how much will Additional square feet $0.19
Mr. Johnson have to pay?
The dimensions of the yard are larger than any others in the Problem Set to encourage use of the distributive
property to find the total area. Because the total area ( ft2 ) is numerically closer to 1,656, students
may be tempted to round down. Reasoning about the ft2 area can provide an opportunity to discuss the
pros and cons of sodding that last fraction of a square foot. In the final component of the protocol, ask the
following or similar questions:
 Is it worth the extra money for such a small amount of area left to cover? While 19 cents is a small
cost, what if the sod had been more expensive?
 What if the costs had been structured so that that last whole
square foot of sod had lowered the price of the entire amount?
 What could Mr. Johnson do with the other 8 ninths?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

Problem 5
Jennifer’s class decides to make a quilt. Each of the students will make a quilt square that is 8 inches on
each side. When they sew the quilt together, every edge of each quilt square will lose inch.

a. Draw one way the squares could be arranged to make a rectangular quilt. Then find the perimeter of
your arrangement.
b. Find the area of the quilt.
There are many ways to lay out the quilt squares. Allow NOTES ON
students to draw their layout and then compare the perimeters. MULTIPLE MEANS OF
Ask the following questions: ENGAGEMENT:
 Does the difference in perimeter affect the area? Why This problem may be extended for
students who finish early. Ask them to
or why not?
find the arrangement that gives the
 Are there advantages to one arrangement of the blocks largest perimeter, then the smallest.
over another? (For example, lowering cost for an The problem can also be changed to
edging by minimizing the perimeter or fitting the having seams only between squares so
dimensions of the quilt to a specific wall or bed size.) there are three different square areas
to calculate. Another extension could
Problem 5 harkens back to Problem 2, but with an added layer be offered by asking students to find
of complexity. Students might be asked to compare and the area of the seams. (Find the
contrast the two problems. In this problem, students must unfinished area of the 24 squares and
account for the seam allowances on all four sides of the quilt subtract the finished area.)
squares before finding the area. Students find that each quilt
block becomes inches square after sewing and may simply
multiply this area by 24.

Lesson 14: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.57
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 5•5

Student Debrief (10 minutes)

Lesson Objective: Solve real world problems involving

area of figures with fractional side lengths using visual
models and/or equations.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Do these problems remind you of any others that
we’ve seen in this module? In what ways are
they like other problems? In what ways are they
different?
 What did you learn from looking at your
classmates’ drawings? Did that support your
understanding of the problems in a deeper way?
When you checked for reasonableness, what
process did they use?
 When finding the areas, which strategy did you
use more often—distribution or improper
fractions? Is there a pattern to when you used
which? How did you decide? What advice would
you give a student who wasn’t sure what to do?
 Which problems did you find the most difficult?
Which one was easiest for you? Why?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5•5

Name Date

1. George decided to paint a wall with two windows. Both windows are ft by ft rectangles. Find the
area the paint needs to cover.
7
12 ft
8

8 ft

2. Joe uses square tiles, some of which he cuts in half, to make the figure below. If each square tile has a
side length of inches, what is total area of the figure?

3. All-In-One Carpets is installing carpeting in three rooms.

How many square feet of carpet are needed to carpet all
three?

Lesson 14: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.59
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 5•5

4. Mr. Johnson needs to buy sod for his front lawn.

a. If the lawn measures ft by ft, how many square feet of sod will he need?

b. If sod is only sold in whole square feet, how much will Mr. Johnson have to pay?
Sod Prices
Price per square
Area
foot
First 1,000 sq ft $0.27
Next 500 sq ft $0.22
Additional square feet $0.19

5. Jennifer’s class decides to make a quilt. Each of the 24 students will make a quilt square that is 8 inches
on each side. When they sew the quilt together, every edge of each quilt square will lose inch.

a. Draw one way the squares could be arranged to make a rectangular quilt. Then find the perimeter of
your arrangement.

b. Find the area of the quilt.

Lesson 14: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.60
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Exit Ticket 5•5

Name Date

1. Mr. Klimek made his wife a rectangular vegetable garden. The width is ft and the length is ft. What
is the area of the garden?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5•5

Name Date

1. Mr. Albano wants to paint menus on

the wall of his café in chalkboard
paint. The grey area below shows
where the rectangular menus will
be. Each menu will measure 6 feet
wide and ft long.

a. How many square feet of menu space will Mr. Albano have?

b. What is the area of wall space that is not covered by chalkboard paint?

2. Mr. Albano wants to put tiles in the shape of a dinosaur at the front entrance. He will need to cut some
tiles in half to make the figure. If each square tile is inches on each side, what will the total area of the
figure be?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 5•5

3. A-Plus Glass is making windows for a new house that is

15 windows ft long and ft wide
being built. The box shows the list of sizes they must
make.
7 windows ft wide and ft long

a. How many square feet of glass will they need?

b. Each sheet of glass they use to make the windows is 9 feet long and feet wide. How many sheets
will they need in order to make the windows?

4. Mr. Johnson needs to buy seed for his backyard lawn.

a. If the lawn measures ft by ft, how many square feet of seed will he need?

b. One bag of seed will cover 500 square feet if he sets his seed spreader to its lowest setting and 300
square feet if he sets the spreader to its highest setting. How many bags of seed will he need if he
uses the highest setting? The lowest setting?

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

Lesson 15
Objective: Solve real world problems involving area of figures with
fractional side lengths using visual models and/or equations.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Concept Development (40 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Divide Whole Numbers by Unit Fractions and Unit Fractions by Whole Numbers 5.NF.7 (6 minutes)
 Quadrilaterals 3.G.1 (4 minutes)

Divide Whole Numbers by Unit Fractions and Unit Fractions by Whole Numbers (6 minutes)
Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 4.

T: (Write 1 ÷ .) Say the division sentence.
S: 1÷ .
T: How many halves are in 1?
S: 2.
T: (Write 1 ÷ = 2. Beneath it, write 2 ÷ .) How many halves are in 2?
S: 4.
T: (Write 2 ÷ = 4. Beneath it, write 3 ÷ .) How many halves are in 3?
S: 6.
T: (Write 3 ÷ = 6. Beneath it, write 7 ÷ .) Write the division sentence.

S: (Write 7 ÷ = 14.)

Continue for the following possible suggestions: 1 ÷ , 2 ÷ , 9 ÷ , and 3 ÷ .

T: (Write ÷ 2.) Say the complete division sentence.

Lesson 15: Solve real world problems involving area of figures with fractional side
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

S: ÷2= .
T: (Write ÷ 2 = . Beneath it, write ÷ 3.) Say the complete division sentence.

S: ÷3= .

T: (Write ÷ 3 = . Beneath it, write ÷ 4.) Say the complete division sentence.

S: ÷4= .

T: (Write ÷ 9 = ____.) Complete the number sentence.

S: (Write ÷ 9 = .)

Continue with the following possible sequence: ÷ 2, ÷ 3, ÷ 5, and ÷ 4.

Quadrilaterals (4 minutes)
Materials: (T) Shapes sheet
Attributes to Consider
Note: This fluency reviews Grade 3 Number of Sides
geometry concepts in anticipation of
G5–Module 6 content. The sheet can Length of Sides
be duplicated if preferred.
T: (Project the quadrilaterals Angle Measures
template and the list of
Right Angle
attributes.) Take one minute
to discuss the attributes of the Shapes
shapes you see. You can use
Quadrilateral
the list to support you.
S: Some have right angles.  All Rhombus
have straight sides.  They all
have four sides.  B and G Square
and maybe H and K have all
equal sides. I’m not really Rectangle
sure.
T: If we wanted to verify whether the sides are equal, what would we do?
S: Measure with a ruler.
T: What about the angles? How could you verify that they’re right angles?
S: I could compare it to something that I know is a right angle.  I could use a set square.  I could
use a protractor to measure.
T: Now, look at the shape names. Determine which shapes might fall into each category. (Post the
shape names.)

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

S: B and G might be squares.  All of them are quadrilaterals.  H and K might be rhombuses. It’s
hard to know if their sides are equal.  D and I are rectangles. Oh yeah, and B and G are, too.  L
and A look like trapezoids.
T: Which are quadrilaterals?
S: All of them.
T: Which shapes appear to be rectangles?
S: B, D, G, and I.
T: Which appear to have opposite sides of equal length but are not rectangles?
S: C, H, and K.  A and L have one pair of opposite sides that look the same.
T: Squares are rhombuses with right angles. Do you see any other shapes that might have four equal
sides without right angles?
S: H and K.

Concept Development (40 minutes)

Materials: (S) Problem Set

Note: The Problem Set has been incorporated into and will be completed during the Concept Development.
While there are only four problems, most are multi-step and will require time to solve.

Suggested Delivery of Instruction for Solving Lesson 39 Word Problems

1. Model the problem.

Have two pairs of student who can successfully model the problem work at the board while the others work
independently or in pairs at their seats. Review the following questions before beginning the first problem:
 Can you draw something? This might be a tape diagram or an area model.
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of students
share only their labeled diagrams. For about one minute, have the demonstrating students receive and
respond to feedback and questions from their peers.

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer. All
should write their equations and statements of the answer.

3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solution.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

Problem 1

The length of a flowerbed is 4 times as long as its width. If the width is meter, what is the area?

While this problem is quite simple to calculate, two complexities must be navigated. First, the length is not
given. Second, the resulting area is less than a whole meter. Once students have arrived at a solution, ask if
their result makes sense and why. If students need support, discuss what this might look like if it were tiled.
The length of the bed necessitates that 2 whole tiles be used. (How is it that the area is less than 1?) Students
might draw or represent the problem with concrete materials to explain their thinking. The folding for these
units may prove challenging but worthwhile, as these types of problems are often done procedurally by
students rather than with a deep understanding of what their answer represents. As in G5–M5–Lesson 14,
continue to have students explain their choice of strategy in terms of efficiency. When students are sharing
their approaches with the class, encourage those who had difficulty to ask how the presenters got started with
their drawing and calculations. Also encourage students to explain any false starts they experienced when
solving and how and why their thinking changed.

Problem 2
Mrs. Johnson grows herbs in square plots. Her basil plot
measures yd on each side.
a. Find the total area of the basil plot.
b. Mrs. Johnson puts a fence around the basil. If the fence
is 2 ft from the edge of the garden on each side, what is
the perimeter of the fence?
c. What is the total area that the fence encloses?
As in Problem 1, the fraction multiplication involved in completing Part (a) is not rigorous. However, this
problem offers an opportunity to explore the relationships of square yards to square feet and the importance
of understanding the actual size of such units. The expression of the area as yd2 may be conceptually
challenging for students. They might be encouraged to relate this to a benchmark of 1 half or 1 third square
yard (which is 3 square feet). Students might be asked to show what a tiling of this garden plot would look
like.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

It may even be helpful to use yardsticks to show the actual size

of the herb plot. The area expressed as a bit more than 5
square feet may be surprising to students. Help students make NOTES ON
connections to the shading models of G5–Module 4 and how MULTIPLE MEANS OF
the representation of the area model for the basil plot ENGAGEMENT:
compares and contrasts to the representation of fraction Problem 2 may be extended by having
multiplication. Part (b) offers a bit of complexity in that the student convert the fence perimeter
dimensions of the garden are given in yards, yet the distance back into yards and the fenced area
back into square yards. The
from the garden to the fence is given in feet. Part (c) requires 2 2
understanding that 1 yd = 9 ft makes
that students use the fence measurements to find the total area
this an interesting challenge.
enclosed by the fence. Multiple methods may be used to
accomplish this.

Problem 3
Janet bought 5 yards of fabric feet wide to make curtains. She used of the fabric to make a long set of
curtains and the rest to make 4 short sets.

a. Find the area of the fabric she used for the long set of curtains.
b. Find the area of the fabric she used for each of the short sets.

As in Problem 2, there are different units within a multi-step problem. After students have solved, allow
them to share whether they converted both measurements to feet or yards and the advantages and
disadvantages of both. A discussion of the relationship of the square yards to the square feet may also be
fruitful. Discuss the various strategies students may have used to find the fabric left for the shorter curtains.

Lesson 15: Solve real world problems involving area of figures with fractional side
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

Problem 4

Some wire is used to make rectangles: A, B, and C. Rectangle B’s dimensions are cm larger than Rectangle
A‘s dimensions, and Rectangle C’s dimensions are cm larger than Rectangle B’s dimensions. Rectangle A is
cm by cm.

a. What is the total area of all three rectangles?

b. If a 40-cm coil of wire was used to form the rectangles, NOTES ON
how much wire is left? MULTIPLE MEANS OF
ENGAGEMENT:
The complexity of this problem stems from students making
sense of the way each rectangle increases in dimension. As Encourage students to look for
patterns in the growth of the
always, encourage students to start by drawing each of the
perimeters. A challenge could be
three rectangles. As the denominators are easily expressed as
offered to tell the perimeter of the fifth
hundredths, some students may use decimals to calculate these or tenth rectangle in the series.
areas. Should this occur, help make the connection for other
students to that learning from G5–Module 4.
For Part (b), students must shift their thinking to perimeter and use the outer dimensions of the rectangles to
find the total amount of wire used. Again, students may use decimals for the calculations. Be sure to have
students compare their decimal and fraction solutions with one another for equivalence and explain why they
chose each type of fraction.

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

Student Debrief (10 minutes)

Lesson Objective: Solve real world problems involving

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 5•5

 Sort problems from yesterday’s and today’s

lessons (G5–M5–Lessons 14 and 15) from simple
to complex. What do the problems have in
common? Have students compare their sort to a
partner’s.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.71
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5•5

Name Date

1. The length of a flowerbed is 4 times as long as its width. If the width is meter, what is the area?

2. Mrs. Johnson’s grows herbs in square plots. Her basil plot measures yd on each side.
a. Find the total area of the basil plot.

b. Mrs. Johnson puts a fence around the basil. If the fence is 2 ft from the
edge of the garden on each side, what is the perimeter of the fence?

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.72
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5•5

c. What is the total area that the fence encloses?

3. Janet bought 5 yards of fabric feet wide to make curtains. She used of the fabric to make a long set
of curtains and the rest to make 4 short sets.

a. Find the area of the fabric she used for the long set of curtains.

b. Find the area of the fabric she used for each of the short sets.

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.73
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 5•5

4. Some wire is used to make rectangles: A, B, and C. Rectangle B’s dimensions are cm larger than
Rectangle A’s dimensions, and Rectangle C’s dimensions are cm larger than Rectangle B’s dimensions.
Rectangle A is 2 cm by cm.

a. What is the total area of all three rectangles?

b. If a 40-cm coil of wire was used to form the rectangles, how much wire is left?

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.74
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Exit Ticket 5•5

Name Date

Wheat grass is grown in planters that are inch by inch. If there is a 6 6 array of these planters with no
space between them, what is the area of the array?

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.75
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5•5

Name Date

1. The width of a picnic table is 3 times its length. If the length is yd long, what is the area in square feet?

2. A painting company will paint this wall. The

homeowner gives them the following
dimensions:

Window A is ft ft
Window B is ft 4 ft
Window C is ft square
Door D is 8 ft 4 ft

What is the area of the painted part of the wall?

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.76
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 5•5

3. A decorative wooden piece is made up of four rectangles as

shown to the right. The smallest rectangle measures inches
by inches. If inches is added to each dimension as the
rectangles get larger, what is the total area of the entire piece?

Lesson 15: Solve real world problems involving area of figures with fractional side
lengths using visual models and/or equations. 5.C.77
Date: 1/10/14
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New York State Common Core

5
GRADE
Mathematics Curriculum
GRADE 5 • MODULE 5

Topic D
Drawing, Analysis, and Classification
of Two-Dimensional Shapes
5.G.3, 5.G.4

Focus Standard: 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right
angles and squares are rectangles, so all squares have four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
Instructional Days: 6
Coherence -Links from: G3–M7 Geometry and Measurement Word Problems
G4–M4 Angle Measure and Plane Figures
-Links to: G6–M4 Expressions and Equations

In Topic D, students draw two-dimensional shapes in order to analyze their attributes, and then use those
attributes to classify them. Familiar figures, such as parallelograms, rhombuses, squares, and trapezoids,
have all been defined in earlier grades, and by Grade 4, students have gained an understanding of shapes
beyond the intuitive level. Grade 5 extends this understanding through an in-depth analysis of the properties
and defining attributes of quadrilaterals.
Grade 4’s work with the protractor is applied in this topic in order to construct various quadrilaterals. Using
measurement tools illuminates the attributes used to define and recognize each quadrilateral (5.G.3).
Students see, for example, that the same process that they used to construct a parallelogram will also
produce a rectangle when all angles are constructed to measure 90°. Students then analyze defining
attributes and create a hierarchical classification of quadrilaterals (5.G.4).

Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes

Date: 1/10/14 5.D.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 5 5

A Teaching Sequence Towards Mastery of Drawing, Analysis, and Classification of Two-Dimensional

Shapes
Objective 1: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes.
(Lesson 16)

Objective 2: Draw parallelograms to clarify their attributes, and define parallelograms based on those
attributes.
(Lesson 17)

Objective 3: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and
rhombuses based on those attributes.
(Lesson 18)

Objective 4: Draw kites and squares to clarify their attributes, and define kites and squares based on
those attributes.
(Lesson 19)

Objective 5: Classify two-dimensional figures in a hierarchy based on properties.

(Lesson 20)

Objective 6: Draw and identify varied two-dimensional figures from given attributes.
(Lesson 21)

Topic D: Drawing, Analysis, and Classification of Two-Dimensional Shapes

Date: 1/10/14 5.D.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

Lesson 16
Objective: Draw trapezoids to clarify their attributes, and define trapezoids
based on those attributes.

Suggested Lesson Structure


Fluency Practice (9 minutes)

Application Problem (6 minutes)

Concept Development (30 minutes)

Student Debrief (15 minutes)
Total Time (60 minutes)

Fluency Practice (9 minutes)

 Divide Whole Numbers by Unit Fractions and Unit Fractions by Whole Numbers 5.NF.7 (5 minutes)
 Quadrilaterals 3.G.1 (4 minutes)

Divide Whole Numbers by Unit Fractions and Unit Fractions by Whole Numbers (5 minutes)
Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 4.

T: (Write 1 ÷ .) Say the division expression.
S: 1÷ .
T: How many halves are in 1 one?
S: 2.
T: (Write 1 ÷ = 2. Beneath it, write 2 ÷ =____.) How many halves are in 2 ones?
S: 4.
T: (Write 2 ÷ = 4. Beneath it, write 3 ÷ =____.) How many halves are in 3 ones?
S: 6.
T: (Write 3 ÷ = 6. Beneath it, write 7 ÷ .) Write the division sentence.

S: (Write 7 ÷ = 14.)

Continue with the following possible suggestions: 1 ÷ , 2 ÷ , 9 ÷ , and 3 ÷ .

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.3
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

T: (Write ÷ 2 = ____.) Say the division sentence with the answer.

S: ÷2= .
T: (Write ÷ 2 = . Beneath it, write ÷ 3 = ____.) Say the division sentence with the answer.

S: ÷3= .

T: (Write ÷ 3 = . Beneath it, write ÷ 4 = ____.) Say the division sentence with the answer.

S: ÷4= .

T: (Write ÷ 9 = ____.) Complete the number sentence.

S: (Write ÷ 9 = .)

Continue with the following possible sequence: ÷ 2, ÷ 3, ÷ 5, and ÷ 4.

Quadrilaterals (4 minutes)
Materials: (T) Shape sheet from G5–M5–Lesson 15 (S) Personal white boards

Note: This fluency reviews Grade 3 geometry concepts in anticipation of G5–Module 5 content.
T: (Project the shape sheet that includes the
following: square, rhombus that is not a square,
rectangle that is not a square, and several
quadrilaterals that are not squares, rhombuses, or
rectangles.) How many sides are in each polygon?
S: 4.
T: On your boards, write down the name for any four-
sided polygon.
S: (Write quadrilateral.)
T: (Point to the square.) This quadrilateral has four
equal sides and four right angles. On your board,
write what type of quadrilateral it is.
S: (Write square.)
T: Rhombuses are parallelograms with four equal sides.
(Point to the rectangle.) Is this polygon a rhombus?
S: Yes.
T: Is it a rectangle?
S: Yes.
T: Is a square also a rhombus?
S: Yes!
T: (Point to the rhombus that is not a square.) This polygon has four equal sides. Is it a square?

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.4
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

S: No.
T: Is a rhombus always a square?
S: No!
T: (Point to the rectangle that is not a square.) This polygon has four equal angles, but the sides are not
equal. Write the name of this quadrilateral.
S: (Write rectangle.  Parallelogram.  Trapezoid.)
T: Draw a quadrilateral that is not a square, rhombus, or rectangle.
S: (Draw.)

Application Problem (6 minutes)

Kathy spent 3 fifths of her money on a necklace and 2 thirds of the

remainder on a bracelet. If the bracelet cost $17, how much
money did she have at first?
Note: Today’s Application Problem should be a quick review of a
fraction of a set as well as decimal multiplication from G5–
Modules 2 and 4.

Concept Development (30 minutes)

Materials: (T) Template of polygons, ruler, protractor, set square (or right angle template) (S) Collection of
polygons (1 per pair of students), ruler, protractor, set square (or right angle template), scissors,
crayons or colored pencils, blank paper for drawing

Problem 1
a. Sort polygons by the number of sides.
b. Sort quadrilaterals into trapezoids and non-trapezoids. NOTES ON
MULTIPLE MEANS OF
T: Work with your partner to sort these polygons by the ENGAGEMENT:
number of sides they have. Problem 1 in the Concept Development
S: (Sort.) provides an opportunity for a quick
T: What are polygons with four sides called? formative assessment. If students have
difficulty sorting and articulating
S: Quadrilaterals. attributes, consider a review of
T: To sort the quadrilaterals in two groups, trapezoids concepts from Grade 4–Module 4.
and non-trapezoids, what attribute do you look for to
separate the shapes?
S: We look for sides that are parallel.  Trapezoids have at least one set of parallel sides, so
quadrilaterals with parallel sides go in the trapezoid pile.
T: Separate the trapezoids in your collection of quadrilaterals from the non-trapezoids.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.5
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

S: (Sort.)
T: Talk to your partner. How are the shapes you put in NOTES ON
your trapezoid group alike? How are they different? DRAWING FIGURES:
S: They all have four straight sides, but they don’t all look If students need specific scaffolding for
the same.  They are all quadrilaterals, but they have drawing figures, please see Grade 4–
different side lengths and angle measures.  Some of Module 4.
the trapezoids are rhombuses, rectangles, or squares. To draw parallel lines with a set square:
 They all have at least one pair of sides that are
1. Draw a line.
parallel.
2. Line up one side of the set
square on the line.
Problem 2
3. Line up a ruler with the
a. Draw a trapezoid according to the definition of a perpendicular side of the set
trapezoid. square.
4. Slide the set square along the
b. Measure and label its angles to explore their ruler until the desired place for
relationships. a second line is reached.
5. Draw along the side of the set
T: Look at our sort. I am going to ask you to draw a square to mark the second,
trapezoid in a minute. What attributes do you need to parallel line.
include? Turn and talk. 6. Remove the set square and
extend the second line with
S: We’d have to draw four straight sides.
the ruler if necessary.
 Two of the sides would need to be
parallel to each other.  We could
draw any of the shapes in our
trapezoid pile.  If we have one set of
parallel sides, we can draw a trapezoid.
T: Use your ruler and set square (or right
angle template) to draw a pair of
parallel lines on your blank paper
positioned at any angle on the sheet.
MP.6 S: (Draw.)
T: Finish your trapezoid by drawing a third and fourth segment that cross the parallel pair of lines.
Make sure they do not cross each other.
S: (Draw.)
T: Compare your trapezoids with your partner’s. What’s alike? What’s
different?
S: My horizontal parallel sides are closer together than my partner’s.
 My trapezoid is a rectangle, but my partner’s isn’t.  My
trapezoid is taller than my partner’s.  I have right angles in mine,
but my partner does not.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.6
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

T: Label the angles of one of your trapezoids as and

Now, measure the four interior angles of your trapezoid with
your protractor and write the measurements inside each angle.
S: (Measure.)
T: Cut out your trapezoid.
S: (Cut.)
T: Cut your trapezoid into two parts by cutting between the
parallel sides with a wavy cut. (As shown to the right.)
S: (Cut.)
T: Place alongside . (See image.) What do you notice in
your trapezoid and in your partner’s?
S: The angles line up.  The two angles make a straight line.
 If I add the angles together, it is 180 degrees.  It is a
straight line, but my angles only add up to something close to
180 degrees.  My partner’s trapezoid did the same thing.
T: I heard you say that the angles make a straight line. What is
the measure of a straight angle?
S: 180 degrees.
T: I also heard a few of you say that your angles didn’t add up to
exactly 180 degrees. How do you explain that?
S: It sure looked like a straight line, so maybe we read our
protractor a little bit wrong.  I might not have lined up the
protractor exactly with the line I was using to measure.
T: Place alongside . (See image.) What do you notice?
S: It’s the same as before. The angles make a straight line.
 These angles add up to 180 degrees also.
T: How many pairs of angles add up to 180 degrees?
S: Two pairs.
T: Cut each part of your trapezoid into two pieces using a wavy
cut.
S: (Cut.)
T: Place all four of your angles together at a point. (Demonstrate.
See image.) What do you notice about the angles?
S: They all fit together like a puzzle.  The angles go all the way
around.  Angle and made a straight line, and Angle
and made a straight line. I could put the straight lines
together. The two straight angles make 360 degrees.
T: How does this compare to your partner’s trapezoid? Turn and
talk.
S: It’s the same in their trapezoid.  The angles in my partner’s trapezoid weren’t the same size as
mine, but they still all fit together all the way around.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.7
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

T: (Distribute the Problem Set to students.) Let’s

practice drawing more trapezoids and thinking
about their attributes by completing the Problem
Set.
S: (Complete the Problem Set.)
Please note the extended time designated for the Debrief
of today’s lesson.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.
Note: Today’s Problem Set should be kept for use in
G5–M5–Lesson 17’s Debrief as well.

Student Debrief (15 minutes)

Lesson Objective: Draw trapezoids to clarify their

attributes, and define trapezoids based on those
attributes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Allow students to share the myriad trapezoids
that are produced in Problem 1 of the Problem
Set. Consolidate the lists of attributes students
generated for trapezoids in Problem 4. (Where do these pairs seem to occur consistently? Is this
true for all quadrilaterals? Just trapezoids?)

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.8
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5•5

 Use the trapezoids that students produce in A trapezoid:

Problem 1 to articulate the formal
definition of trapezoids. Post these  Is a quadrilateral in which at least one pair of
definitions in the classroom for reference as opposite sides is parallel.
the topic proceeds.
 Begin the construction of the hierarchy diagram. (See the template following lesson.) Students
might draw or glue examples of trapezoids and quadrilaterals and/or list attributes within the
diagram. Encourage them to explain their placement of the figures in the hierarchy. Respond to the
following statements with true or false. Explain your reasoning.
 All trapezoids are quadrilaterals.
 All quadrilaterals are trapezoids.
 The trapezoid you drew in Problem 5 is called an isosceles trapezoid. Think back to what you know
about isosceles triangles; why is this a good name for this quadrilateral? How is it like some of the
other trapezoids that you drew today? How is it different?
 Over the course of several days,
students will be exploring the formal Formal Definition of a Quadrilateral:
definition of a quadrilateral (see the (Only the first bullet is introduced today.)
boxed text on the right) through the
 Consists of four different points in the
examination of counter-examples.
plane and four segments, ,
Step 1: Ask students to tell what they
know about a quadrilateral.  Is arranged so that the segments intersect only at
The response will most likely be their endpoints, and
a polygon with four straight  Has no two adjacent segments that are collinear.
sides.
Step 2: Use straws joined with sticky
tack to represent two segments on the plane and
two segments off the plane. Ask: “Is this figure
also a quadrilateral? What must we add to our
definition to eliminate the possibility of this
figure?”
Step 3: Lead students to see that a four-sided figure is only
a quadrilateral if all four segments lie in the same
plane. Then provide only the first part of the
formal definition (first bullet above).

Exit Ticket (3 minutes)

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.9
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5•5

Name Date

1. Draw a pair of parallel lines in each box. Then use the parallel lines to draw a trapezoid with the
following:

No right angles. Only 1 obtuse angle.

2 obtuse angles. At least 1 right angle.

2. Use the trapezoids you drew to complete the tasks below.

a. Measure the angles of the trapezoid with your protractor, and record the measurements on the
figures.
b. Use a marker or crayon to circle pairs of angles inside each trapezoid with a sum equal to 180 . Use a
different color for each pair.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.10
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5•5

3. List the properties that are shared by all the trapezoids that you worked with today.

4. When can a quadrilateral also be called a trapezoid?

5. Follow the directions to draw one last trapezoid.

a. Draw a segment ̅̅̅̅ parallel to the bottom of this page that is 5 cm long.
b. Draw two 55 angles with vertices at and so that an isosceles triangle is formed with ̅̅̅̅ as the
base of the triangle.
c. Label the top vertex of your triangle as .
d. Use your set square to draw a line parallel to ̅̅̅̅ that intersects both ̅̅̅̅ and ̅̅̅̅ .
e. Shade the trapezoid that you drew.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.11
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 5•5

Name Date

1. Use a ruler and a set square to draw a trapezoid.

2. What attribute must be present for a quadrilateral to also be a trapezoid?

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.12
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5•5

Name Date

1. Use a straightedge and the grid paper to draw:

a. A trapezoid with exactly 2 right angles. b. A trapezoid with no right angles.

2. Kaplan incorrectly sorted some quadrilaterals into trapezoids and non-trapezoids as pictured below.
a. Circle the shapes that are in the wrong group and tell why they are missorted.

Trapezoids Non-Trapezoids

b. Explain what tools would be necessary to use to verify the placement of all the trapezoids.

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.13
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5•5

3. Use a straightedge to draw an isosceles trapezoid on the grid paper.

a. Why is this shape called an isosceles trapezoid?

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.14
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Template 5•5

B C
A

D E

G
I

J L
K

O
M N

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.15
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Template 5•5

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.16
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Template 5•5

Trapezoids
Quadrilaterals

Lesson 16: Draw trapezoids to clarify their attributes, and define trapezoids based
on those attributes. 5.D.17
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

Lesson 17
Objective: Draw parallelograms to clarify their attributes, and define
parallelograms based on those attributes.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (4 minutes)

Concept Development (31 minutes)

Student Debrief (15 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Multiply by Multiples of 10 and 100 5.NBT.2 (4 minutes)

 Divide Whole Numbers by Unit Fractions and Fractions by Whole Numbers 5.NF.7 (6 minutes)

Multiply by Multiples of 10 and 100 (4 minutes)

Note: This fluency reviews G5–Modules 1 and 2.
T: (Write 31 10 = _____.) Say the multiplication sentence.
S: 31 10 = 310.
T: (Write 31 10 = 310. Below it, write 310 2 = _____.) Say the multiplication sentence.
S: 310 2 = 620.
T: (Write 310 2 = 620. Below it, write 31 20 = 31 _____ _____ = _____.) Say 31 20 as a three-
factor multiplication sentence with 10 as one factor.
S: 31 10 2 = 620.
Follow the same process for 21 40.
T: (Write 32 30 = 32 _____ _____ = _____.) Write 32 30 as a three-factor multiplication
sentence and solve.
S: (Write 32 30 = 32 10 3 = 960.)
Repeat the process for 241 20.
T: (Write 21 100 = _____.) Say the multiplication sentence.
S: 21 100 = 2,100.
T: (Write 21 100 = 2,100. Below it, write 2,100 3 =_____.) Say the multiplication sentence.
S: 2,100 3 = 6,300.

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.18
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

T: (Write 2,100 3 = 6,300. Below it, write 21 300 = _____.) Say 21 300 as a three-factor
multiplication sentence with 100 as one factor.
S: 21 3 100 = 6,300.
T: (Write 21 × 300 = 6,300.)
Direct students to solve using the same method for 42 × 400 and 34 × 300.

Divide Whole Numbers by Unit Fractions and Fractions by Whole Numbers (6 minutes)
Materials: (S) Personal white boards

Note: This fluency reviews G5–M4–Lessons 25–27 and prepares students for today’s lesson.
T: (Write 2 ÷ .) Say the division sentence.

S: 2 ÷ = 6.

T: (Write 2 ÷ = 6. Beneath it, write 3 ÷ .) Say the division sentence.

S: 3 ÷ = 15.

T: (Write 3 ÷ = 15. Beneath it, write 6 ÷ .) On your boards, complete the division sentence.

S: (Write 6 ÷ = 12.)

Continue this process for 3 ÷ , 9 ÷ , 1 ÷ , 2÷ , 8÷ , and 10 ÷ .

T: (Write ÷ 2.) Say the division sentence.

S: ÷2= .

T: (Write ÷ 2 = . Beneath it, write ÷ 5.) Say the division sentence.

S: ÷5= .

T: (Write ÷ 5 = . Beneath it, write ÷ 5.) On your boards, write the division sentence.

S: (Write ÷ 5 = .)

T: (Write ÷ 4.) Say the division sentence.

S: ÷4= .

Continue this process for the following possible sequence: 9 ÷ , ÷ 9, 5 ÷ , ÷ 5, ÷ 8, and 8 ÷ .

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.19
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

Application Problem (4 minutes)

Ava drew the quadrilateral to the right and called it a

trapezoid. Adam said Ava is wrong. Explain to your partner
how a set square can be used to determine who is correct.
Support your answer using the properties of trapezoids.

Concept Development (31 minutes)

Materials: (T) Ruler, protractor, set square (or right angle NOTES ON
template) (S) Ruler, protractor, set square (or right
MULTIPLE MEANS OF
angle template), scissors, crayons or colored
ENGAGEMENT:
pencils, blank paper for drawing
If students need specific scaffolding for
Problem drawing figures, please see Grade 4–
Module 4.
a. Draw a parallelogram and articulate the definition.
b. Measure and label its angles to explore their relationships.
c. Fold and measure to explore diagonals of parallelograms.

T: What name could we give to all of the shapes we drew yesterday?

S: Quadrilateral.  Trapezoid.
T: Use your ruler and set square to draw a pair of parallel lines on
your blank paper positioned at any angle on the sheet.
S: (Draw.)
T: Because we are about to draw a quadrilateral beginning with one
pair of parallel sides, what name can we give every figure we will
draw today?
S: Trapezoid.
T: If I want to draw a trapezoid that can also be called a
parallelogram, what will I need to draw next?
S: Parallelograms have two sets of parallel sides, so you have to draw
MP.7 another pair of parallel lines.  Draw another pair of parallel lines
that cross the first ones.
T: Use your tools to draw a second pair of parallel lines that intersect
your first pair.
S: (Draw.)
T: Measure the sides of your parallelogram and compare your
parallelogram with your partner’s. What’s alike? What’s
different?
S: The opposite sides in my parallelogram are the same lengths and my

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.20
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

partner’s are too.  My parallel sides are closer together than my partner’s.  My parallelogram is
MP.7 a rectangle, but my partner’s isn’t.  My parallelogram has four equal sides, and my partner’s has
two different pairs of equal sides.  I have right angles in mine, but my partner does not.  I drew
a square, and my partner drew a rectangle.
T: Label the angles of your parallelogram as and Then, measure the angles of your
parallelogram with your protractor, and write the measurements inside each angle.
S: (Measure.)
T: Cut out your parallelogram.
S: (Cut.)
T: Make a copy of your parallelogram on another blank sheet by tracing it and labeling the vertices with
the same letters.
S: (Trace and label.)
T: Cut your first parallelogram into four parts by cutting between each set of parallel sides with a wavy
cut.
S: (Cut.)
T: Put Angle on top of Angle , and Angle on top of Angle . What do you notice about your
parallelogram’s angles and about your partner’s? Turn and talk.
S: Angles and are the same size, and so are Angles
and .  Our parallelograms don’t look anything
alike, but the angles opposite each other in each of
our parallelograms are equal. NOTES ON
T: Place your angles alongside each other, and find as MULTIPLE MEANS OF
many combinations that form straight lines as you can. ENGAGEMENT:
S: (Work.) The discussion of parallelograms as
special trapezoids is based on the
T: Compare your findings with your partner’s. What do
inclusive definition of a trapezoid as a
you notice? How many pairs did you find?
quadrilateral with at least one set of
S: We both found four pairs that make straight lines. parallel sides. That is, trapezoids may
 Yesterday, some of us only had two pairs of angles have more than one set of parallel
that made straight lines. Today, all of us have four sides.
pairs. Also note that the dialogue as written
T: So, thinking about what we drew and what we’ve here assumes recall of Grade 4
discovered about these angles, when can a trapezoid geometric concepts. Additional,
also be called a parallelogram? Turn and talk. scaffolded questions may be necessary
for students to verbalize the conditions
S: When a trapezoid has more than one pair of parallel necessary to classify a trapezoid as a
sides, it can be called a parallelogram.  Trapezoids parallelogram.
have at least two pairs of angles that add up to 180
degrees. When they have more than that, they can
also be called a parallelogram.
T: Place all four of your angles together at a point. What do you notice about the angles in your
parallelogram and in your partner’s?
S: (Work and share.)

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.21
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

T:Use your ruler to draw the diagonals on the copy you made of your parallelogram.
S:(Draw.)
T:Measure each diagonal and record the measurements on your paper. Are these segments equal to
each other?
S: I drew a long skinny parallelogram, and my diagonals aren’t the same length. But, my partner drew a
square, and his are the same length.  Some people have equal diagonals, and some people don’t.
T: I hear you saying that the diagonals of a parallelogram may or may not be equal to each other. Label
the point where your diagonals intersect as point .
S: (Draw and label.)
T: Measure from each corner of your parallelogram to point Record all of the measurements on the
figure. Compare your measurements to those of your partner.
S: (Measure and compare.)
T: What do you notice about the diagonals of your parallelogram now?
S: The length from opposite corners to point on the same diagonal is equal.  The diagonals cut
each other into two equal parts.  One diagonal crosses the other at its midpoint.  is the
midpoint of both diagonals.  Even though our parallelograms look really different, our diagonals
still cross at their midpoints.
T: The diagonals of a parallelogram bisect each other. Say, “bisect.”
S: Bisect.
T: Let’s break down this word into parts. Think about the first part bi-. How many wheels are on a
bicycle?
S: Two.
T: What does the word section mean?
S: Parts of something.
T: Sect also means to cut. Turn and talk to your partner about why bisect is a good name for what you
see in all the parallelograms’ diagonals.
S: Bi- means two. These segments are cut in two equal parts.  Bi- means two, and sect means cut, so
bisect means to cut in two parts.
T: (Distribute the Problem Set to students.) Let’s practice drawing more parallelograms and thinking
about their attributes by completing the Problem Set.
S: (Complete the Problem Set.)
Please note the extended time designated for the Debrief of
today’s lesson. NOTES ON
MULTIPLE MEANS OF
Problem Set (10 minutes) ENGAGEMENT:
Students should do their personal best to complete the Problem For early finishers of the Problem Set,
Set within the allotted 10 minutes. For some classes, it may be offer this challenge:
appropriate to modify the assignment by specifying which In parallelogram , is the
problems they work on first. Some problems do not specify a measure of . Find the measures of
method for solving. Students solve these problems using the all the angles of the figure.

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.22
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

RDW approach used for Application Problems.

Note: Today’s Problem Set from G5–M5–Lessons 16 and
17 should be kept for use in G5–M5–Lesson 18’s Debrief
as well.

Student Debrief (15 minutes)

Lesson Objective: Draw parallelograms to clarify their

attributes, and define parallelograms based on those
attributes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Allow students to share all the different
parallelograms that are produced in Problem 1 of
the Problem Set. Consolidate the lists of
attributes students generated for parallelograms
in Problem 4. What attributes do all
parallelograms share? Where do these pairs seem
to occur consistently? Is this true for all
quadrilaterals? Trapezoids? Parallelograms?
 Use the parallelograms that students produce in
Problem 1 to articulate the formal definition of a
parallelogram. Continue posting these definitions
in the classroom for reference as the topic
proceeds.

A parallelogram:
 Is a quadrilateral in which both pairs of
opposite sides are parallel.

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.23
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 5 5

 When can a quadrilateral also be called a parallelogram? When can a trapezoid also be called a
parallelogram? Respond to the following statements with true or false. Explain your reasoning.
 All parallelograms are trapezoids.
 All trapezoids are parallelograms.
 All parallelograms are quadrilaterals.
 All quadrilaterals are parallelograms.
 Continue the construction of the hierarchy diagram from G5–M5–Lesson 16. Students might draw or
glue examples of parallelograms and/or list attributes within the diagram. Encourage them to
explain their placement of the figures in the hierarchy.
 Continue exploring the formal
definition of a quadrilateral (see
the boxed text on the right) A quadrilateral:
through the examination of
counter-examples.  Consists of four different points in the
Step 1: Begin by asking students plane and four segments, ,
to tell what they know  Is arranged so that the segments intersect only at
about a quadrilateral. their endpoints, and
Today’s response should
be a polygon with four  Has no two adjacent segments that are collinear.
straight sides that lie in the
same plane.
Step 2: Follow the first bullet in the definition verbatim to draw four straight
segments in the same plane, but have the segments intersect as shown
to the right.
Ask: “Is this figure also a quadrilateral? What must we add to our
definition to eliminate the possibility of this figure?”
Step 3: Lead students to see that a four-sided figure is only a quadrilateral if all four segments lie in
the same plane and the segments intersect only at their endpoints. Then add the second
bullet of the definition to that written in G5–M5–Lesson 16.

Exit Ticket (3 minutes)

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.24
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 5•5

Name Date

1. Draw a parallelogram in each box with the attributes listed.

No right angles. At least 2 right angles.

Equal sides with no right angles. All sides equal with at least 2 right angles.

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.25
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 5•5

2. Use the parallelograms you drew to complete the tasks below.

a. Measure the angles of the parallelogram with your protractor, and record the measurements on the
figures.
b. Use a marker or crayon to circle pairs of angles inside each parallelogram with a sum equal to 180 .
Use a different color for each pair.

3. Draw another parallelogram below.

a. Draw the diagonals and measure their length. Record the measurements to the side of your figure.
b. Measure the length of each of four segments of the diagonals from the vertices to the point of
intersection of the diagonals. Color segments that have the same length the same color. What do you
notice?

4. List the properties that are shared by all of the parallelograms that you worked with today.

a. When can a quadrilateral also be called a parallelogram?

b. When can a trapezoid also be called a parallelogram?

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.26
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Exit Ticket 5•5

Name Date

1. Draw a parallelogram.

2. When is a trapezoid also called a parallelogram?

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.27
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 5•5

Name Date

1. measures 60 . Extend the rays of and

draw parallelogram on the grid paper.

a. What are the measures of , , and ? 𝐴

2. is a parallelogram not drawn to scale.

a. Using what you know about parallelograms, give the 𝑋 𝑌
measure of sides and .
3 cm 𝑀

𝑊 𝑍
6 cm
b. = 113°. Use what you know about angles in a
parallelogram to find the measure of the other angles.

= ° = ° = __°

3. Jack measured some segments in Problem 2. He found that = 4 cm and = 3 cm.

Give the lengths of the following segments:
= __________ cm ___________ cm

= __________ cm = __________ cm

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.28
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 5•5

4. Using the properties of the shapes, explain why all parallelograms are trapezoids.

5. Teresa says that because the diagonals of a parallelogram bisect each other, if one diagonal is 4.2 cm, the
other diagonal must be half that length. Use words and pictures to explain Teresa’s error.

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.29
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Template 5•5

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.30
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Template 5•5

Trapezoids

Parallelograms
Quadrilaterals

Lesson 17: Draw parallelograms to clarify their attributes, and define

parallelograms based on those attributes. 5.D.31
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

Lesson 18
Objective: Draw rectangles and rhombuses to clarify their attributes, and
define rectangles and rhombuses based on those attributes.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (6 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

Sprint: Divide Whole Numbers by Fractions and Fractions by Whole Numbers 5.NBT.7 (9 minutes)
Multiply by Multiples of 10 and 100 5.NBT.2 (3 minutes)

Sprint: Divide Whole Numbers by Fractions and Fractions by Whole Numbers (9 minutes)
Materials: (S) Divide Whole Numbers by Fractions and Fractions by Whole Numbers Sprint

Note: This fluency reviews G5–Module 4.

Multiply by Multiples of 10 and 100 (3 minutes)

Note: This fluency reviews G5–Modules 1–2.
T: (Write 42 × 10 = _____.) Say the multiplication sentence.
S: 42 × 10 = 420.
T: (Write 42 × 10 = 420. Below it, write 420 × 2 = _____.) Say the multiplication sentence.
S: 420 × 2 = 840.
T: (Write 420 × 2 = 840. Below it, write 42 × 20 = 42 × __ × __ = _____.) Say 42 × 20 as a three-factor
multiplication sentence with 10 as one of the factors.
S: 42 × 10 × 2 = 840.
Follow the same process for 23 × 30.
T: (Write 213 × 30 = 213 × __ × __ = _____.) Write 213 × 30 as a three-step multiplication sentence,
and solve.
S: (Write 213 × 30 = 213 × 10 × 3 = 6,390.)

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.32
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

Repeat the process for 4,213 x 20.

T: (Write 21 × 100 = _____.) Say the multiplication sentence.
S: 31 × 100 = 2,100.
T: (Write 31 × 100 = 3,100. Below it, write 3,100 × 3 = _____.) Say the multiplication sentence.
S: 3,100 × 3 = 9,300.
T: (Write 3,100 x 3 = 9,300. Below it, write 21 × 300 = _____.) Say 21 × 300 as a three-factor
multiplication sentence with 100 as one of the factors.
S: 21 × 100 × 3 = 6,300.
T: (Write 21 × 300 = 6,300.)
Direct students to solve using the same method for 43 × 300.

Application Problem (6 minutes)

How many 2-inch cubes are needed to build a rectangular prism that measures 10 inches by 6 inches by 14
inches?

Note: Today’s Application Problem requires students to reason about volume concepts from earlier in this
module.

Concept Development (32 minutes)

Materials: (S) Ruler, set square or square template, protractor

Problem 1
a. Draw a rhombus, and articulate the definition.
b. Measure and label its angles to explore their relationships.
c. Fold and measure to explore diagonals of rhombuses.

T: Give the least specific name for all the shapes we’ve drawn so far.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.33
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

S: Quadrilaterals.
T: Tell your partner a more specific name for a shape we’ve drawn and explain what property is has
that gives it that name.
S: Trapezoids, because we’ve drawn shapes with at least one pair of parallel sides.  Some of the
quadrilaterals could be called trapezoids and parallelograms. They had two pairs of parallel sides.
T: How did we start drawing the trapezoids and parallelograms?
S: By drawing a pair of parallel sides.
T: If we wanted to draw a parallelogram that is also a rhombus, what would I need to think about?
S: It would need to have four sides the same length.  It would need another pair of parallel sides, but
we’d need to measure to be sure we drew the sides the same length.
T: Draw an angle with sides that are equal length. Then label the vertex as and the endpoints of the
sides as and .
S: (Draw an angle.)
T: Draw a line parallel to one of the sides through the endpoint
of the other side.
S: (Draw a parallel line.)
T: Now do the same for the second side.
S: (Draw a second parallel line.)
T: Label the last angle as
S: (Label the angle.)
T: Measure the sides and compare your figure with your
partner’s. What is the most specific name for this shape?
How do you know?
S: My sides were two inches long. My partner’s were three
inches long, but they both have two sets of parallel sides and
the sides are all the same length. So we both drew a
rhombus.  It’s a parallelogram with four equal sides. 
Mine is a parallelogram with equal sides, but my partner’s is
a square. We both drew a rhombus with four equal sides,
but I drew my angles as 60 degrees and he drew right angles.
T: Measure the angles and mark them inside the rhombus.
S: (Measure and mark the angles.)
T: What do you notice? Turn and talk.
S: The angles that are beside each other all add up to a straight
angle.  There are four pairs of angles that add up to 180°.
 Angles between parallel lines equal 180°.  The opposite
angles are almost exactly the same size.
T: Use your ruler to draw the diagonals of your rhombus. Then
measure them and the distance from each corner to the
point where they intersect. Tell your partner what you
notice.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.34
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

S: These diagonals are equal.  The diagonals bisect each

other.
T: Now measure the angles formed by the diagonals. What
is the measure?
S: They are right angles.  The angles are all 90°.
T: Do the diagonals of a rhombus bisect one another? How
do you know?
S: Yes because the point where they cross is the midpoint of both diagonals.
T: What is the name for lines that intersect at a right angle?
S: Perpendicular lines.
T: Because they bisect each other at a 90° angle, we call these diagonals perpendicular bisectors.
T: From our drawing, what attribute be present to call this parallelogram a rhombus?
S: All four sides are equal.
T: What else did we discover about the diagonals of a rhombus?
S: The diagonals are perpendicular bisectors.

Problem 2
a. Draw a rectangle according to the definition of a rectangle.
b. Measure and label its angles to explore their relationships.
c. Fold and measure to explore diagonals of rectangles.

T: If I want to draw a parallelogram that is also a rectangle, what must I include in my drawing?
S: They are parallelograms so they need two sets of parallel sides.  Rectangles have right angles and
opposite sides that are parallel and equal.
T: Use your ruler and set square to draw a rectangle.
S: (Draw a rectangle.)
T: Cut out your rectangle and confirm that the angles are all 90⁰ and the opposite sides are the same
length.
S: (Cut and fold the rectangle.)
T: Now measure the diagonals, the segments of the diagonals, and the angles around the intersection
point. Record your measurements on the figure.
S: (Measure and record the figure.)
T: What do you notice? Turn and talk.
S: The diagonals are equal length.  The segments of the diagonals are equal.  The angles between
the parallel lines equal 180°.  The diagonals are equal and bisect each other.
T: Are the diagonals perpendicular bisectors? How do you know?
S: They are not perpendicular bisectors because they don’t form right angles.
T: What properties must be present for a parallelogram to also be a rectangle?

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.35
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

S: The sides across from each other have to be the

same length.  All angles are 90°.  Diagonals
bisect each other.
T: (Distribute the Problem Set to students.) Let’s
practice drawing more rhombuses and rectangles
and thinking about their attributes by completing
the Problem Set.
S: (Complete the Problem Set.)
Please note the extended time designated for the Debrief
of today’s lesson.

Problem Set
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems..
Note: Problem Sets from G5–M5–Lessons 16–17 should
be kept for use in G5–M5–Lesson 18’s Debrief as well.

Student Debrief (10 minutes)

Lesson Objective: Draw rectangles and rhombuses to

clarify their attributes, and define rectangles and
rhombuses based on those attributes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Allow students to share all the different
rhombuses and rectangles that are produced in
Problem 1 of the Problem Set. What attributes
do all rhombuses share? What attributes appear on

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.36
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

the rhombus list that were not on the list for

parallelograms? What attributes do all rectangles A rhombus:
share? Is this true for all quadrilaterals? Rhombuses?  Is a quadrilateral with all sides of
Rectangles? Use the rhombuses and rectangles equal length.
produced in Problem 1 to articulate the formal
definitions. Continue posting definitions for A rectangle:
comparisons.  Is a quadrilateral with four right
 When can a quadrilateral also be called a rhombus? angles.
When can a quadrilateral also be called a rectangle?
 Respond to the following statements with true or false.
Explain your reasoning.
 All parallelograms are rhombuses.
 All rhombuses are parallelograms.
 All parallelograms are rectangles.
 All rectangles are parallelograms. NOTES ON
 All trapezoids are rhombuses. MULTIPLE MEANS OF
 All rhombuses are trapezoids. ENGAGEMENT:
 All trapezoids are rectangles. If students are confused about the
segments of a quadrilateral lying in the
 All rectangles are trapezoids.
same plane or intersecting only at their
 Continue the construction of the hierarchy diagram endpoints, use the straws from G5–
from G5–M5–Lessons 16–17. Students might draw or M5–Lessons 16–17 to demonstrate
glue examples of rhombuses and rectangles and list counter-examples.
attributes within the diagram. Encourage them to
explain their placement of the figures in the hierarchy.
 Continue exploring the formal
definition of a quadrilateral (see the A quadrilateral:
boxed text on the right) through the
examination of counter-examples.  Consists of four different points, in the
Step 1: Begin by asking students to tell plane and four segments, ,
what they know about a  Is arranged so that the segments intersect only at
quadrilateral. Today’s response their endpoints, and
should be a polygon with four  Has no two adjacent segments that are collinear.
straight sides that lie in the same
plane and segments that only
intersect at their endpoints.
Step 2: Follow the first and second bullets in the definition
verbatim to draw four straight segments in the same B
plane that only intersect at their endpoints but have
collinear endpoints as shown to the right.
Ask: “Is this figure also a quadrilateral? What must we A C
D
add to our definition to eliminate the possibility of this
figure?”

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.37
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5•5

Step 3: Lead students to see that a four-sided figure is only a quadrilateral if all four segments lie in
the same plane, the segments intersect only at their endpoints, and no two segments are
collinear. Then add the third bullet of the definition to that written in G5–M5–Lesson 17.

Exit Ticket (3 minutes)

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.38
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Sprint 5•5

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.39
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Sprint 5•5

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.40
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Problem Set 5•5

Name Date

1. Draw the figures in each box with the attributes listed.

Rhombus with no right angles. Rectangle with not all sides equal.

Rhombus with 1 right angle. Rectangle with all sides equal.

2. Use the figures you drew to complete the tasks below.

a. Measure the angles of the figures with your protractor and record the measurements on the figures.

b. Use a marker or crayon to circle pairs of angles inside each figure with a sum equal to 180 . Use a
different color for each pair.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.41
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Problem Set 5•5

3. Draw a rhombus and a rectangle below.

a. Draw the diagonals and measure their length. Record the measurements on the figure.

b. Measure the length of each segment of the diagonals from the vertex to the intersection point of the
diagonals. Using a marker or crayon, color segments that have the same length. Use a different color
for each different length.
4.
a. List the properties that are shared by all of the rhombuses that you worked with today.

b. List the properties that are shared by all of the rectangles that you worked with today.

c. When can a trapezoid also be called a rhombus?

d. When can a parallelogram also be called a rectangle?

e. When can a quadrilateral also be called a rhombus?

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.42
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Exit Ticket 5•5

Name Date

1. Draw a rhombus.

2. Draw a rectangle.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.43
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Homework 5•5

Name Date

1. Use the grid paper to draw.

a. A rhombus with no right angles. b. A rhombus with 4 right angles.

c. A rectangle with not all sides equal. d. A rectangle with all sides equal.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.44
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Homework 5•5

2. A rhombus has a perimeter of 217 cm. What is the length of each side of the rhombus?

3. List the properties that all rhombuses share.

4. List the properties that all rectangles share.

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.45
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Template 5•5

Rhombuses

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.46
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Template 5•5

Rhombuses

Lesson 18: Draw rectangles and rhombuses to clarify their attributes, and define
rectangles and rhombuses based on those attributes. 5.D.47
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

Lesson 19
Objective: Draw kites and squares to clarify their attributes, and define
kites and squares based on those attributes.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (4 minutes)

Concept Development (34 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Multiply by Multiples of 10 and 100 5.NBT.2 (8 minutes)

 Divide by Multiples of 10 and 100 5.NBT.2 (4 minutes)

Sprint: Multiply by Multiples of 10 and 100 (8 minutes)

Materials: (S) Multiply by Multiples of 10 and 100 Sprint

Note: This fluency reviews G5–Module 2.

Divide by Multiples of 10 and 100 (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 2.

T: (Write 240 ÷ 10 = .) Say the division sentence.
S: 240 ÷ 10 = 24.
T: (Write 240 ÷ 10 = 24. To the right, write 24 ÷ 2
= .) Say the division sentence.
240 ÷ 10 = 24 24 ÷ 2 = 12
S: 24 ÷ 2 = 12.
T: (Write 24 ÷ 2 = 12. Below it, write 240 ÷ 20 = .) 240 ÷ 20 = 12
Say 420 ÷ 20 as a division sentence, but divide first by
10 and then by 2 rather than by 20.
S: 240 ÷ 10 ÷ 2 = 12. 10 × 2
T: (Write 240 ÷ 20 = 12.)

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.48
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

Continue the process for the following possible sequence: 690 ÷ 30, 8,600 ÷ 20, 4,800 ÷ 400, and 9,600 ÷
300.

Application Problem (4 minutes)

The teacher asked her class to draw parallelograms

that are rectangles. Kylie drew Figure 1, and Zach
drew Figure 2. Zach agrees that Kylie has drawn a
parallelogram but says that it’s not a rectangle. Is he
correct? Use properties to justify your answer.
Note: Today’s Application Problem gives students
another opportunity to verbalize the hierarchical Figure 1 Figure 2
nature of the relationships between types of
quadrilaterals.

Concept Development (34 minutes)

Materials: (S) Ruler, set square or square template, protractor

Problem 1
a. Draw a square and articulate the definition.
b. Measure and label its angles to explore their relationships.
c. Measure to explore diagonals of squares.

T: What shapes have we drawn so far?

S: Quadrilaterals.  Rhombuses and rectangles.  Trapezoids and parallelograms, but in a rhombus
all sides are the same length.
T: Can a rectangle ever be a rhombus? Can a rhombus ever be a rectangle? Turn and talk.
S: Well, a rectangle and a rhombus are both parallelograms, but a rectangle has right angles and a
rhombus doesn’t.  Rhombuses have four equal sides, but rectangles don’t. I’m not sure if a
rhombus can be a rectangle.  A square is a rhombus and a rectangle at the same time.
T: Let’s see if we can answer this question by drawing.
T: Draw a segment 3 inches long on your blank paper and label the endpoints and
MP.7 S: (Draw segment.)
T: (Demonstrate.) Now using your set square, draw three-inch segments from both point and
point at a 90° angle to .
S: (Draw additional segments.)
T: Label the endpoints as and . Are and parallel? How do you know?
S: I checked with my set square. They are parallel.  They must be parallel because we drew them
both as right angles to the same segment.

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.49
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

T: Use your straightedge to connect points and .

T: Measure segment . What is its length?
S: is also 3 inches.
T: What have we drawn? How do you know?
S: A square. It has four right angles and four equal sides.
T: Based on the properties of parallel sides, tell your partner another name for this shape and justify
your choice.
S: It’s a trapezoid. It has one pair of parallel sides.  I can call this a parallelogram because there are
two sets of parallel sides.
T: Use your protractor to measure angles and . What are their measures?
S: 90°.  All of the angles are 90°.
T: Since this is a parallelogram with four right angles and two sets of opposite equal sides, what can we
MP.7 call it?
S: A rectangle.
T: Since this is a parallelogram with four equal sides,
what can we call it?
NOTES ON
S: A rhombus. MULTIPLE MEANS OF
T: Let’s return to our question, can a rhombus ever be a REPRESENTATION:
rectangle? Can a rectangle ever be a rhombus? Why English language learners and others
or why not? may feel overwhelmed distinguishing
S: Yes. A square is a rhombus and a rectangle at the terms in this lesson. To support
same time.  A rectangle can be a rhombus if it is a understanding, point to a picture or
square.  A rhombus can be a rectangle if it is a make gestures to clarify the meaning
square. of parallel, rhombus, attribute, etc.,
each time they are mentioned.
T: Using what you just drew, list the attributes of a Building additional checks for
square with your partner. understanding into instruction may
S: A square has four sides that are equal and four right also prove helpful, as might recording
angles.  A square has opposite sides parallel and student observations of shape
four right angles, and the sides are all equal.  A attributes and definitions in a list,
square is a rectangle with four sides that are equal table, or graphic organizer.
length.  A square is a rhombus with four right
angles.
T: Draw the diagonals of the square. Before we measure them, predict whether the diagonals will
bisect each other and justify your predictions using properties. Turn and talk.
S: The parallelograms we drew had bisecting diagonals, and this is definitely a parallelogram. I think
the diagonals will bisect.  I think they will bisect each other because a square is a rectangle and all
the rectangles’ diagonals we measured bisected each other.  We drew rhombuses yesterday, and
all those diagonals bisected each other. A square is a rhombus so that should be true in a square
too.
T: Measure the length of the diagonals. Then measure the distance from each corner to the point
where they intersect to test your prediction.

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.50
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

S: (Draw and measure.)

T: What did you find?
S: The diagonals do bisect each other.
T: Now, measure the angles where the diagonals intersect with your protractor.
S: (Measure the intersecting angles.)
T: What did you find?
S: They intersect at right angles.  All the angles are 90 .  The diagonals are perpendicular to each
other.
T: When the diagonals of a quadrilateral bisect each other at a 90
angle, we say the diagonals are perpendicular bisectors.

Problem 2
a. Draw a kite, and articulate the definition.
b. Measure and label its sides and angles to explore their relationships.
c. Measure to explore diagonals of kites.

T: We have one more quadrilateral to explore. Let’s see if you can

guess the figure if I give you some real world clues. It works best
outside on windy days, and it’s flown with a string. (Give clues
until the figure is named.)
S: A kite.
T: Sketch a kite.
S: (Sketch.)
T: Compare your kite to your neighbor’s. How are they alike? How
are they different? Turn and talk.
S: Mine is narrow, and my partner’s is wider.  Mine is taller, and
my partner’s is shorter.  They all have four sides.
T: Let’s draw a kite using our tools. Draw an angle of any measure
with two sides that are the same length but at least two inches
long. Mark the vertex as and the endpoints of the segments as
and .
S: (Draw a kite.)
T: Use your scissors to cut along the rays of your angle.
S: (Cut along the rays.)
T: Fold your angle in half matching points and . (See image.)
Open it, and mark a point on the fold and label it
S: (Fold and label.)
T: Use your ruler to connect your point to the ends of the other
segments. Then cut out your kite.
S: (Cut out the kite.)

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.51
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

T: Measure the two sides that you just drew. What do you notice about the sides? How are they
different from parallelograms?

S: There are two sets of sides that are equal to each other, but they are next to each other, not across
from each other.  Opposite sides are not equal on mine, but adjacent sides are.  None of these
sides are parallel to each other.
T: Use your protractor to measure the angles of your kite, and record the measurements on your
figure.
S: (Measure and record the angles of the kite.)
T: What do you notice? Turn and talk. (Allow students to time share with a partner.)
T: Now, draw the diagonals of the kite. Measure the length of the diagonals, the segments of the
diagonals, and the angles where the diagonals intersect.
S: (Draw and measure the diagonals, segments, and angles.)
T: What can you say about the diagonals of a kite? Turn
and talk.
S: My diagonals cross outside my kite, but they are still NOTES ON
perpendicular.  The diagonals are not the same KITES:
length.  The diagonals meet at 90° angles, they are If no student produces a concave kite
perpendicular.  One diagonal bisects the other, but (an arrowhead) through the process of
they are not both bisected. drawing in the lesson, draw one for
T: Tell your partner the attributes of a kite. students to consider. It is important to
note that although the diagonals do
S: A quadrilateral with adjacent sides equal.  A
not intersect within the kite, the same
quadrilateral with at least one pair of adjacent sides
relationships hold true. The lines
equal. containing the diagonals will intersect
T: A kite is a quadrilateral that has adjacent sides, or sides at a right angle and only one will bisect
next to each other, that are equal. Can a kite ever be a the other. Students who produce such
parallelogram? Can a parallelogram ever be a kite? a kite may need help drawing the
Why or why not? Turn and talk. diagonals.

S: A square and a rhombus have diagonals that are

perpendicular to each other. I wonder if they could be kites.  Squares and rhombuses have sides

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.52
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

next to each other that are equal. They are the

only parallelograms that could also be called
kites.  Any quadrilateral with all sides equal
would have adjacent sides equal, so a rhombus
and a square could be kites.
T: (Distribute the Problem Set to students.) Let’s
practice drawing more squares and kites and
thinking about their attributes by completing the
Problem Set.
S: (Complete the Problem Set.)
Please note the extended time designated for the Debrief
of today’s lesson.

Problem Set
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Draw kites and squares to clarify

their attributes, and define kites and squares based on
those attributes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Allow students to share the myriad squares and
kites that are produced in Problem 1 of the
Problem Set. Compare and contrast these

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.53
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5•5

quadrilaterals.
 Use the figures produced in Problem 1 to articulate A square:
the formal definitions of both squares and kites.  Is a rhombus with four right angles.
Continue to post the definitions.
 Is a rectangle with four equal sides.
 Consolidate the lists of attributes students
generated for squares and kites in Problem 4. What A kite:
attributes do all squares share? What attributes do  Is a quadrilateral in which two
all kites share? When is a quadrilateral a kite, but consecutive sides have equal length, and
not a square or rhombus?
 Has two remaining sides of equal length.
 When can a quadrilateral also be called a square?
 Respond to the following statements with true or
false. Explain your reasoning.
 All squares are quadrilaterals.
 All quadrilaterals are squares.
 All rhombuses are squares.
 All squares are rhombuses.
 All rectangles are squares.
 All squares are rectangles.
 All squares are parallelograms.
 All parallelograms are squares.
 All kites are quadrilaterals.
 All quadrilaterals are kites.
 All kites are squares.
 All squares are kites.
 Finish the construction of the hierarchy diagram. (See the template at the end of the lesson.)
Students might draw or glue examples of squares and kites or list attributes within the diagram.
Encourage them to explain their placement of the figures in the hierarchy.

Exit Ticket (3 minutes)

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.54
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 5•5

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.55
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 5•5

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.56
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 5•5

Name Date

1. Draw the figures in each box with the attributes listed. If your figure has more than one name, write it in
the box.

Rhombus with 2 right angles. Kite with all sides equal.

Kite with 4 right angles.

Kite with 2 pairs of adjacent sides equal.
(The pairs are not equal to each other.)

2. Use the figures you drew to complete the tasks below.

a. Measure the angles of the figures with your protractor, and record the measurements on the figures.

b. Use a marker or crayon to circle pairs of angles inside each figure with a sum equal to 180 . Use a
different color for each pair.

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.57
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 5•5

3.
a. List the properties shared by all of the squares that you worked with today.

b. List the properties shared by all of the kites that you worked with today.

c. When can a rhombus also be called a square?

d. When can a kite also be called a square?

e. When can a trapezoid also be called a kite?

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.58
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Exit Ticket 5•5

Name Date

1. List the property that must be present to call a rectangle a square.

2. Excluding rhombuses and squares, explain the difference between parallelograms and kites.

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.59
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 5•5

Name Date

1.
a. Draw a kite that is not a parallelogram on the grid paper.

b. List all the properties of a kite.

c. When can a parallelogram also be a kite?

2. If rectangles must have right angles, explain how a rhombus could also be called a rectangle.

3. Draw a rhombus that is also a rectangle on the grid

paper.

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.60
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 5•5

4. Kirkland says that figure below is a quadrilateral because it has four points in the same plane and
four segments with no three endpoints collinear. Explain his error.

𝐺
𝐻

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.61
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Template 5•5

Rhombuses

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.62
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Template 5•5

Rhombuses

Lesson 19: Draw kites and squares to clarify their attributes, and define kites and
squares based on those attributes. 5.D.63
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 5•5

Lesson 20
Objective: Classify two-dimensional figures in a hierarchy based on
properties.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (7 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Divide by Multiples of 10 and 100 5.NBT.2 (4 minutes)

 Find the Volume 5.MD.5 (6 minutes)

Divide by Multiples of 10 and 100 (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–Module 2.

T: (Write 930 ÷ 10 = .) Say the division sentence.
S: 930 ÷ 10 = 93.
930 ÷ 10 = 93 93 ÷ 3 = 31
T: (Write 930 ÷ 10 = . To the right, write 93
÷3= .) Say the division sentence.
930 ÷ 30 = 31
S: 93 ÷ 3 = 31.
T: (Write 93 ÷ 3 = 31. Below it, write 930 ÷ 30 = .)
Say 930 ÷ 30 as a division sentence, but divide first by 10 × 3
10 and then by 3.
S: 930 ÷ 10 ÷ 3 = 31.
T: (Write 930 ÷ 30 = 31.)
Continue the process for the following possible sequence: 420 ÷ 20, 4,800 ÷ 40, 8,400 ÷ 400, and 6,900 ÷ 300.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.64

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Find the Volume (6 minutes)

Materials: (S) Personal white boards NOTES ON
MULTIPLE MEANS OF
Note: This fluency reviews G5–M5–Topic B. ACTION AND
T: Say the formula for finding the volume of a rectangular EXPRESSION:
prism. Some students may benefit from
S: Length times width times height. building the composite three-
dimensional figures for the Find the
T: Visualize a line that breaks the figure into two Volume fluency. Consider offering
rectangular prisms. cubic units and then have them re-
analyze the drawing once having built
the figure.

T: Find the volume of the composite figure by adding the

volumes of each rectangular prism.
S: (Write 3 cm × 1 cm × 1 cm = 3 cubic cm. 4 cm × 1 cm ×
1 cm = 4 cubic cm. 3 cubic cm + 4 cubic cm = 7 cubic
cm.)
Continue process for the other composite figure.

Application Problem (7 minutes)

Nita buys a rug that is feet × feet. What is the area of the rug? Show your thinking with an area
model and a multiplication sentence.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.65

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Note: Today’s Application Problem reviews areas of regions with fractional sides from earlier in this module.

Concept Development (33 minutes)

Materials: (S) Personal white board, figure name cards (see template), shapes sheet for sorting, protractor,
ruler, set square, hierarchy blank

Part 1
Justify responses to true or false statements about
quadrilaterals based on properties.
NOTES ON
a. Trapezoids are always quadrilaterals.
MULTIPLE MEANS OF
b. Quadrilaterals are always trapezoids. REPRESENTATION:
Depending on the English proficiency
T: (Project Sentence (a) on the board.) Talk to your
level of English language learners, it
partner about whether the statement is true or false. might be helpful to demonstrate how
Justify your answer using properties of the shapes. to justify responses to true or false
S: This is true because all trapezoids have the properties statements, give extra response time,
of quadrilaterals. They just have an extra property. or provide sentence frames or starters,
They have at least one set of parallel sides.  Look at such as the following:
this trapezoid I drew. It has four segments in the same  The statement is true or false
plane that only intersect at their endpoints. You can’t because….
MP.3
draw a trapezoid without these properties of  I disagree because….
quadrilaterals. It is true that trapezoids are always
quadrilaterals.
T: (Project Sentence (b) on the board.) What about this statement? Trapezoids are always
quadrilaterals. Are quadrilaterals always trapezoids? Why or why not? Turn and talk.
S: This isn’t true. There are lots of quadrilaterals that don’t have any parallel sides.  If a
quadrilateral doesn’t have parallel sides, it can’t be a trapezoid. This statement is false.
T: (Write on the board: _____________are always ____________. Give pairs of students a set of
shape name cards.) Write this sentence frame on your personal board, and turn all your cards face
down on your table.
S: (Write the sentence frame.)
T: Each partner should choose a shape name card and place it in one of the blanks in the sentence
frame. Work together to decide whether your statement is true or false, and use the properties of
the figures to justify your answer. Then, switch the cards in the frame, and repeat the sequence.
Finally, put the cards back on the table facedown. (Allow students time to work.)

Part 2
Classify two-dimensional figures in a hierarchy using tools to confirm properties.
T: (Project the image of a trapezoid and the hierarchy diagram from G5–M5–Lesson 19.) What does
this shape look like?

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.66

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S: Quadrilateral.  A trapezoid.
T: How could I use my tools to be sure of these classifications? What properties would I need to
confirm in order to classify this shape as a trapezoid. Turn and talk.
S: It’s two-dimensional, and it has four sides, so we know it’s a quadrilateral.  I can see it’s a
quadrilateral, but to be sure it’s a trapezoid, I could use my set square to check if it had at least one
pair of parallel sides.
T: I’ll confirm for you that this figure does have four segments in the same plane and they only
intersect at their endpoints. None of the endpoints are collinear, and it has one pair of parallel sides.
With that information, could I place this figure inside the quadrilateral on the hierarchy diagram?
Why or why not?
S: Yes. It is a quadrilateral.
T: (Place the figure on the diagram inside the quadrilateral only.) Could I place it inside the trapezoid
on the hierarchy diagram? Why or why not?
S: Yes, because it has one set of parallel sides, it can go there.
T: Can I place it inside the parallelogram on the hierarchy? Why or why not?
S: No, it doesn’t have two sets of parallel sides, so it can’t go inside the parallelogram.
T: This figure is inside the quadrilateral ring and the trapezoid ring. What does that mean for its
properties?
S: It has all the properties of a quadrilateral and all the properties of a trapezoid.
T: (Give one shape sheet and a copy of the hierarchy diagram from G5–M5–Lesson 19 to each pair of
students.) Work with your partner to classify the shapes on your sheet. Use your tools to confirm
their properties. Then cut them out and glue them on the hierarchy diagram. Be prepared to
defend their placement.
S: (Work.)
Circulate and ask questions of students as they confirm properties and sort. Encourage students to verbalize
that attributes belonging to a category of figures also belong to all subcategories of the figure. The following
sentence frame might be used: Because a ____________is a ___________it must have __________. (For
example: Because a rhombus is a trapezoid it must have at least one set of parallel sides.)

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Classify two-dimensional figures in a hierarchy based on properties.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.67

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Invite students to review their solutions for the Problem

Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 The false statements in Problem 1 may be
corrected in many ways. Allow students
opportunity to share approaches.
 Students might be challenged to draw a counter
example for false statements in Problem 1.
 Ask students to draw other quadrilaterals with
the same attributes as those in Problem 2. What
is the most specific name for the shape? What’s
the least specific name?
 Review the formal definitions of all the
quadrilaterals from the topic. Compare them
with a view toward noticing the hierarchical
nature. For example, a rhombus is a
parallelogram with four equal sides. Point out
that because a rhombus is a parallelogram, it has
all the attributes of a parallelogram and four
equal sides.
 As the most specific quadrilateral that we’ve
explored, a square can be correctly classified as
any of the quadrilaterals on the hierarchy.
(Making a list of all of a square’s attributes using
sides, angles, and diagonals, then specifying
which more general quadrilateral contributes the
property, can help drive home the understanding
of the hierarchy.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.68

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Name Date

1. True or false. If the statement is false, rewrite it to make it true.

T F
a. All trapezoids are quadrilaterals.

b. All parallelograms are rhombuses.

c. All squares are trapezoids.

d. All rectangles are squares.

e. Rectangles are always parallelograms.

f. All parallelograms are trapezoids.

g. All rhombuses are rectangles.

h. Kites are never rhombuses.

i. All squares are kites.

j. All kites are squares.

k. All rhombuses are squares.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.69

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2. Fill in the blanks.

a. is a trapezoid. Find the measurements
listed below.
= __________°
40°
= __________°

What other names does this figure have?

b. is a rectangle. Find the measurements listed below.

= __________

= __________ 𝐸 𝐶

= __________
11
= __________° 𝑀
13
= __________°
35°
What other names does this figure have? 𝑅 𝑇

c. is a parallelogram. Find the measurements listed below.

= __________ 𝐴 𝑅
= __________
8 9
= __________°
M
= __________°

= __________°
25°
What other names does this figure have? 50°
𝑃 𝐿

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.70

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Name Date

Use your tools to draw a square in the space below. Then fill in the blanks with an attribute. There is more
than one answer to some of these.

a. Because a square is a kite, it must have ________________________________________.

b. Because a square is a rhombus, it must have ____________________________________.

c. Because a square is a rectangle, it must have ____________________________________.

d. Because a square is a parallelogram, it must have ________________________________.

e. Because a square is a trapezoid, it must have ____________________________________.

f. Because a square is a quadrilateral, it must have _________________________________.

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.71

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Name Date

1. Follow the flow chart and put the name of the figure in the boxes.

YES 4 right YES 4 sides of YES

Quadrilateral angles equal length

NO
NO

2 sets of
YES YES
opposite 4 sides of
angles the equal length
same size

NO
NO

at least 1 NO 2 Pairs equal YES

pair of sides that are
parallel sides adjacent

YES

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.72

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2. is a square with area 49 cm2 and RM = 4.95 cm. Find the measurements using what you know
about the properties of squares.

a. = __________ cm
Q R
b. = __________ cm

c. Perimeter = __________ cm
M
d. = __________°

e. = __________°
S E

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.73

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Quadrilaterals Trapezoids

Parallelograms Rectangles

Rhombuses Kites

Squares Polygons

Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.74

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Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.75

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Lesson 20: Classify two-dimensional figures in a hierarchy based on properties.

Date: 1/10/14 5.D.76

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Lesson 21
Objective: Draw and identify varied two-dimensional figures from given
attributes.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Concept Development (38 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Divide by Multiples of 10 and 100 5.NBT.2 (8 minutes)

 Find the Volume 5.MD.5 (4 minutes)

Sprint: Divide by Multiples of 10 and 100 (8 minutes)

Materials: (S) Divide by Multiples of 10 and 100 Sprint

Note: This fluency reviews G5–Module 2.

Find the Volume (4 minutes)

Materials: (S) Personal white boards

Note: This fluency reviews G5–M5–Topic B.

T: Say the formula for finding the volume of a rectangular
prism.
S: Length times width times height.
T: (Project a figure as shown to the right.) Visualize a line that
breaks the figure into two rectangular prisms.
T: Find the volume of the composite figure by adding the
volumes of each rectangular prism.
S: (Write 6 cm × 3 cm × 2 cm = 36 cubic cm. 7 cm × 2 cm × 2
cm = 28 cubic cm. 36 cubic cm + 28 cubic cm = 64 cubic cm.)
Allow early finishers to continue on to the next figure.

Lesson 21: Draw and identify varied two-dimensional figures from given
attributes. 5.D.77
Date: 1/10/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5 5

Concept Development (38 minutes)

Materials: (S) Task cards, ruler, set square, protractor, Problem Set (or blank paper)

Note: The drawing tasks in the Concept Development are time consuming. In order to give students ample
time, no Application Problem is included in today’s lesson.
Note: Today’s Concept Development asks students to apply the nested relationships among quadrilaterals
that have been explored throughout the topic. It should be conducted following a protocol similar to that of a
problem-solving lesson involving word problems. Allow students to wrestle with the drawing tasks and then
share the work during the Debrief. Allow students to re-draw as necessary after the Debrief discussion. Task
cards (24 per set) should be copied in sufficient quantity that pairs of students can share six cards.
T: (Project on the board: Draw a quadrilateral that has two pair of equal sides. Tell as many names as
you can for this shape. Circle the most specific name.) What shape could you draw to satisfy the
attributes on this task card? Turn and talk. Then draw your shape.
S: I could draw a parallelogram. It has two sets of equal sides.  A rectangle would work because it
has two pairs of equal sides.  It says two pair of equal sides. I would draw a square. It has two
sets of equal sides. The two sets also happen to be equal to each other.  A rhombus would work,
MP.3 too, because it’s like a square. It has two sets of equal sides.  I could draw a kite. It has two pairs
of equal sides. The sides that are equal are just next to each other rather than across from each
other.
T: Compare your shape with your neighbor’s. Did we all
draw the same shape? Is there only one shape that NOTES ON
would be correct for this task? MULTIPLE MEANS OF
S: (Share work with partner.) ENGAGEMENT:
T: This is the shape I drew. (Project a rectangle.) Name The task cards for today’s lesson are
this shape. numbered from simplest to most
S: Rectangle.  Parallelogram.  Quadrilateral.  complex. Differentiate instruction by
Polygon.  Trapezoid. assigning tasks based on student need.

T: (Record student responses.) Which of the names we

listed is the most specific?
S: Rectangle. NOTES ON
T: (Circle rectangle on board.) Is there a quadrilateral MULTIPLE MEANS OF
that we shouldn’t construct for this card? Why not? ENGAGEMENT:
S: A trapezoid that isn’t a parallelogram, because it The relationships between sides and
wouldn’t have two pairs of equal sides.  An isosceles angles in quadrilaterals can serve as an
trapezoid would not work for this task card because interesting extension. Students can
there would only be one set of equal sides. explore the effects of changing side
T: Pull six task cards from the envelope on your table. lengths on angle size and vice versa
Record the number of the task and a brief summary of with online tools like Interactive
Quadrilaterals at:
the task in the boxes on your Problem Set. Follow the
http://www.mathsisfun.com/geometry
directions on the cards to draw the shapes in the
/quadrilaterals-interactive.html.
boxes.

Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5 5

S: (Work.)
The Problem Set serves as a recording sheet for the
drawing in the lesson. Time should be given for students
to share their approaches to constructing the figures on
the task cards.

Student Debrief (10 minutes)

Lesson Objective: Draw and identify varied two-

dimensional figures from given attributes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Find someone who completed two of the same
tasks you did. Compare the shapes that you
drew. Must they be the same shape to correctly
follow the directions on the card? Why or why
not?
 Which tasks produced quadrilaterals with the
same specific name on everyone’s Problem Set?
Which tasks produced the most varied
quadrilaterals?
 Choose three of your quadrilaterals and paste
them in the correct part of the hierarchy diagram.
Explain why they belong there.
 Explain to your partner how you corrected John’s
error in Problem 2.
 What part of a kite’s definition did Jack not
understand in Problem 3? How did you correct
his thinking?
 How do all the shapes that were drawn today fit
the definition of a quadrilateral?

Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 5 5

Exit Ticket (3 minutes)

Lesson 21: Draw and identify varied two-dimensional figures from given
attributes. 5.D.80
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 5•5

A # Correct _____
Divide.

1 30 ÷ 10 = 23 480 ÷ 4 =
2 430 ÷ 10 = 24 480 ÷ 40 =
3 4,300 ÷ 10 = 25 6,300 ÷ 3 =
4 4,300 ÷ 100 = 26 6,300 ÷ 30 =
5 43,000 ÷ 100 = 27 6,300 ÷ 300 =
6 50 ÷ 10 = 28 8,400 ÷ 2 =
7 850 ÷ 10 = 29 8,400 ÷ 20 =
8 8,500 ÷ 10 = 30 8,400 ÷ 200 =
9 8,500 ÷ 100 = 31 96,000 ÷ 3 =
10 85,000 ÷ 100 = 32 96,000 ÷ 300 =
11 600 ÷ 10 = 33 96,000 ÷ 30 =
12 60 ÷ 3 = 34 900 ÷ 30 =
13 600 ÷ 30 = 35 1,200 ÷ 30 =
14 4,000 ÷ 100 = 36 1,290 ÷ 30 =
15 40 ÷ 2 = 37 1,800 ÷ 300 =
16 4,000 ÷ 200 = 38 8,000 ÷ 200 =
17 240 ÷ 10 = 39 12,000 ÷ 200 =
18 24 ÷ 2 = 40 12,800 ÷ 200 =
19 240 ÷ 20 = 41 2,240 ÷ 70 =
20 3,600 ÷ 100 = 42 18,400 ÷ 800 =
21 36 ÷ 3 = 43 21,600 ÷ 90 =
22 3,600 ÷ 300 = 44 25,200 ÷ 600 =
© Bill Davidson

Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 5•5

B Improvement _ # Correct _

Divide.

1 20 ÷ 10 = 23 840 ÷ 4 =
2 420 ÷ 10 = 24 840 ÷ 40 =
3 4,200 ÷ 10 = 25 3,600 ÷ 3 =
4 4,200 ÷ 100 = 26 3,600 ÷ 30 =
5 42,000 ÷ 100 = 27 3,600 ÷ 300 =
6 40 ÷ 10 = 28 4,800 ÷ 2 =
7 840 ÷ 10 = 29 4,800 ÷ 20 =
8 8,400 ÷ 10 = 30 4,800 ÷ 200 =
9 8,400 ÷ 100 = 31 69,000 ÷ 3 =
10 84,000 ÷ 100 = 32 69,000 ÷ 300 =
11 900 ÷ 10 = 33 69,000 ÷ 30 =
12 90 ÷ 3 = 34 800 ÷ 40 =
13 900 ÷ 30 = 35 1,200 ÷ 40 =
14 6,000 ÷ 100 = 36 1,280 ÷ 40 =
15 60 ÷ 2 = 37 1,600 ÷ 400 =
16 6,000 ÷ 200 = 38 8,000 ÷ 200 =
17 240 ÷ 10 = 39 14,000 ÷ 200 =
18 24 ÷ 2 = 40 14,600 ÷ 200 =
19 240 ÷ 20 = 41 2,560 ÷ 80 =
20 6,300 ÷ 100 = 42 16,100 ÷ 700 =
21 63 ÷ 3 = 43 14,400 ÷ 60 =
22 6,300 ÷ 300 = 44 37,800 ÷ 900 =
© Bill Davidson

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 5•5

Name Date

1. Write the number on your task card and a summary of the task in the blank. Then draw the figure in the
box. Label your figure with as many names as you can. Circle the most specific name.

Task #_: ________________________ Task #_: ____________________________

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 5•5

2. John says that because rhombuses do not have perpendicular sides, they cannot be rectangles. Explain
his error in thinking.

3. Jack says that because kites don’t have parallel sides, a square is not a kite. Explain his error in thinking.

Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Exit Ticket 5•5

Name Date

1. Use the word bank to fill in the blanks. trapezoids parallelograms

All _______________ are _________________, but not all ______________ are _________________.

2. Use the word bank to fill in the blanks. kites rhombuses

All _______________ are _________________, but not all ______________ are _________________.

Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 5•5

Name Date

1. Answer the questions by checking the box. Sometimes Always

a. Is a square a rectangle?

b. Is a rectangle a kite?

c. Is a rectangle a parallelogram?

d. Is a square a trapezoid?

e. Is a parallelogram a trapezoid?

f. Is a trapezoid a parallelogram?

g. Is a kite a parallelogram?

h. For each statement that you answered with “sometimes,” draw and label an example that justifies
your answer.

2. Use what you know about quadrilaterals to answer each question below
a. Explain when a trapezoid is not a parallelogram. Sketch an example.

b. Explain when a kite is not a parallelogram. Sketch an example.

Lesson 21: Draw and identify varied two-dimensional figures from given
attributes. 5.D.86
Date: 1/10/14
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Lesson 21: Draw and identify varied two-dimensional figures from given
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Lesson 21: Draw and identify varied two-dimensional figures from given
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Lesson 21: Draw and identify varied two-dimensional figures from given
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Template 5•5

Lesson 21: Draw and identify varied two-dimensional figures from given
attributes. 5.D.90
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

Name Date

1. Tell the volume of each solid figure made of 1-inch cubes. Specify the correct unit of measure.

a. b.

2. Jack found the volume of the prism pictured to the right by multiplying 5 × 8 and
then adding: 40 + 40 + 40 = 120. He says the volume is 120 cubic inches.
a. Jill says he did it wrong. He should have multiplied the bottom first (3 × 5) and
8 in
then multiplied by the height. Explain to Jill why Jack’s method works and is
equivalent to her method.
5 in
3 in

b. Use Jack’s method to find the volume of this right rectangular prism.

5 ft

2 ft 3 ft

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.1
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

3. If the figure below is made of cubes with 2-cm side lengths, what is its volume? Explain your thinking.

4. The volume of a rectangular prism is 840 in3. If the area of the base is 60 in2, find its height. Draw and
label a model to show your thinking.

5. The following structure is composed of two right rectangular prisms that each measure 12 inches by 10
inches by 5 inches, and one right rectangular prism that measures 10 inches by 8 inches by 36 inches.
What is the total volume of the structure? Explain your thinking.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.2
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

6. a. Find the volume of the rectangular fish tank. Explain your thinking.

45 cm

20 cm

10 cm

b. If the fish tank is completely filled with water, and then 900 cubic centimeters are poured out, how
high will the water be? Give your answer in centimeters, and show your work.

7. Juliet wants to know if the chicken broth in this beaker will fit into this rectangular food storage
container. Explain how you would figure it out without pouring the contents in. If it will fit, how much
more broth could the storage container hold? If it will not fit, how much broth would be left over?
(Remember 1 cm3 = 1 mL.)

4L 15 cm

2L
7 cm
20 cm
beaker storage container

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.3
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

Mid-Module Assessment Task Topics A–B

Standards Addressed
Geometric measurement: understand concepts of volume and relate volume to multiplication and to
addition.
5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. 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.
b. 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.
5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
units.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
a. 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.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of
right rectangular prisms with whole-number edge lengths in the context of solving real
world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real world problems.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.4
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student has The student calculates The student calculates The student correctly
neither the correct the volume incorrectly the volume for one calculates the volume
volume nor the correct for both figures but figure correctly and and uses the correct
5.MD.3 unit of measure for uses the correct unit of uses the correct unit of unit of measure for
5.MD.4 either figure. measure. measure for both. both:
3
a. 12 in
3
b. 8 in

2 The student is unable The student makes an The student explains The student correctly
to explain the attempt to explain the the equivalence explains the
equivalence of the two equivalence of the two between the two equivalence between
5.MD.5a approaches and is approaches, but uses approaches by the two approaches by
5.MD.5b unable to find the faulty logic and is explaining the sides explaining the sides
volume of the prism in unable to find the may be multiplied in may be multiplied in
Part (b) using Jack’s volume of the prism in any order because any any order because any
method. Part (b) using Jack’s face can be used as the face can be used as the
method. base of the figure, but base of the figure, and
is unable to use Jack’s uses Jack’s method to
method to calculate correctly calculate the
the volume of the area of the prism in
prism in Part (b). Part (b) as (3 × 2) × 5 =
3
30 ft .

3 The student is neither The student uses a The student uses a The student correctly
3
able to calculate the correct method for correct method for answers 1,440 cm and
volume of the figure finding the volume of finding the volume of is able to explain the
5.MD.5a nor explain the the cube, but does not the cube and is able to reasoning used.
reasoning used. take into account the explain the reasoning
size of the cubes (2-cm used, but does not take
side lengths) and does into account the size of
not explain the the cubes (2-cm side
reasoning used. lengths).

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.5
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

A Progression Toward Mastery

4 The student is neither The student is able to The student draws a The student clearly:
able to calculate the either find the missing labeled model, but  Draws a three-
height of the prism nor height or draws an makes a calculation dimensional
5.MD.5 able to draw and label unlabeled model. error when finding the rectangular prism as
a model. height of the prism. a model.
 Labels the model.
 Calculates the height
of the prism as 14 in.

5 The student is able to The student explains The student explains The student:
calculate the volume of the reasoning used, but the reasoning used, but  Correctly calculates
5.MD.5c one part of the figure, makes more than one makes one calculation the volume of the
3
but is unable to explain calculation error. error. prism as 4,080 in .
the reasoning used.  Clearly explains the
reasoning used.

6 The student is unable The student correctly The student calculates The student correctly:
to correctly answer any answers either Part (a) either Part (a) or Part a. Calculates 9,000
part of the task. or Part (b), but does (b) correctly and 3
cm and clearly
5.MD.5b not explain the explains the reasoning explains the
reasoning used. used. reasoning used.
b. Calculates 18 cm
and shows correct
work and
reasoning.

7 The student attempts a The student attempts The student explains The student:
calculation, but does part of the answer, but her thinking and  Clearly explains a
5.MD.3 miscalculates or does
not achieve an answer correctly calculates method for
or explain her thinking. not explain her either the volume in determining if the
thinking. the beaker or the contents will fit
volume of the without pouring
container, but makes a 2,400 mL = 2,400
3
mistake in the other, cm .
leading to incorrect  Correctly answers
answers. that the broth will
not fit.
 Correctly answers
that Juliet needs 300
3
more mL (or cm ), or
0.3 L, of volume.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.6
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.7
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.8
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
5•5
•3

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.9
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

Name Date

1. Use your ruler to draw a rectangle that measures by inches, and find its area.

2. Heather has a rectangular yard. She measures it and finds out it is feet long by feet wide.
a. She wants to know how many square feet of sod she will need to completely cover the yard.
Draw the yard and label the measurements.

b. How much sod will Heather need to cover the yard?

c. If each square foot of sod costs 65 cents, how much will she have to pay to cover her yard?

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.10
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

3. A rectangular container that has a length of 30 cm, a width of 20 cm, and a height of 24 cm is filled with
water to a depth of 15 cm. When an additional 6.5 liters of water is poured into the container, some
water overflows. How many liters of water overflow the container? Use words, pictures, and numbers to
explain your answer. (Remember 1 cm3 = 1 mL.)

4. Jim says that a inch rectangle has a section that is 2 inches × 3 inches and a section that is
inches. That means the total area is just the sum of these two smaller areas, or in2. Why is
Jim incorrect? Use an area model to explain your thinking. Then give the correct area of the rectangle.

5. M guel a d Ja qu u lt towers out of raft st ks. M guel’s tower had a 4-inch square base. Ja qu ’s
tower had a 6-inch square base. If M guel’s tower ad a volume of 8 u es, a d Ja qu ’s had a
volume of 288 cubic inches, whose tower was taller? Explain your reasoning.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.11
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

6. Read t e stateme ts. C r le “True” or “False.” Expla our o e for ea us g words a d/or p tures.

a. All parallelograms are quadrilaterals. True False

b. All squares are rhombuses. True False

c. Squares are rhombuses, but not rectangles. True False

d. The opposite angles in a parallelogram have the same measure. True False

e. Because the angles in a rectangle are 90, it is not a parallelogram. True False

f. The sum of the angle measures of any trapezoid is greater than the sum of the angle measures of any
parallelogram. True False

g. The following figure is a parallelogram. True False

115

60

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.12
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

End-of-Module Assessment Task Topics A–D

Standards Addressed
Apply and extend previous understandings of multiplication and division to multiply and divide
fractions.
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of
the appropriate unit fraction side lengths, and show that the area is the same as
would be found by multiplying the side lengths. Multiply fractional side lengths to find
areas of rectangles, and represent fraction products as rectangular areas.
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to
addition.
5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
a. A u e w t s de le gt u t, alled a “u t u e,” s sa d to ave “o e u u t” of
volume, and can be used to measure volume.
b. 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.
5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
a. 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.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes
of right rectangular prisms with whole-number edge lengths in the context of solving
real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real world problems.

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.13
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

Classify two-dimensional figures into categories based on their properties.

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example, all rectangles have four right angles
and squares are rectangles, so all squares have four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Evaluating Student Learning Outcomes

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.14
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

1 The student is unable The student draws one The student accurately The student correctly:
to draw the rectangle dimension accurately, draws both dimensions  Draws the rectangle.
and unable to find the but is unable to find of the rectangle, but
5.NF.4b  Calculates the area
area. the area. makes a calculation 2
as 12 3/8 in .
error when finding the
area.

2 The student is unable The student does one The student is able to The student correctly:
to draw the yard, of the following: correctly perform two  Draws the yard and
calculate the area using  Draws and labels the of the following actions labels correctly with
5.NF.4b appropriate units, or yard. in any combination: the length as 24 1/2
5.NF.6 calculate the cost of  Draws and labels the ft and the width as
 Calculates the area
the sod. yard. 12 4/5 ft.
of the yard.
 Uses the correct  Calculates the area  Calculates the area
units (square feet). of the yard. of the yard using
 Uses the correct appropriate units as
 Finds the cost of the 2
units (square feet). 313 6/10 ft or 313
sod. 2
3/5 ft .
 Finds the cost of the
sod.  Finds the cost of the
sod to be $203.84.

3 The student is unable The student finds the The student makes a The student finds the
to find the volume of volume of the water calculation error in volume of the water
the water that has that has overflowed, finding the volume of that has overflowed to
5.MD.3 overflowed and is but is unable to explain the water that has be 1.1 L and uses
5.MD.5 unable to explain the the reasoning used. overflowed, but is able words, numbers, and
reasoning used. to clearly explain the pictures to clearly
reasoning used. explain the reasoning
used.

4 The student is not able The student does one The student does two The student:
to draw an area model, of the following: of the following:  Accurately partitions
provide an explanation  Accurately partitions  Accurately partitions the area model in
5.NF.4b of J m’s error, or give the area model in the area model in both dimensions.
5.NF.6 the correct area. both dimensions. both dimensions.  Provides a clear
expla at o of J m’s
 Provides a clear  Provides a clear

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.15
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NYS COMMON CORE MATHEMATICS CURRICULUM TaLesson
End-of-Module Assessment Task 5•5
•3

A Progression Toward Mastery

expla at o of J m’s expla at o of J m’s error.

error. error.  Calculates the
 Calculates the  Calculates the correct area of the
correct area of the correct area of the rectangle as
2
rectangle. rectangle. 8 1/8 in .

5 The student is neither The student makes an The student calculates The student:
able to find the heights attempt to calculate the heights of towers,  Accurately calculates
of the towers, nor able t e towers’ e g ts, but makes a calculation the heights of both
5.MD.5 to answer which tower but makes errors in error which causes an towers (8 inches).
is the taller. both calculations. error in the  Explains clearly that
Explanation of determination of the the towers are equal
reasoning used is taller tower. However, in height.
unclear. the explanation of the
reasoning used is clear.

6 The student provides a The student provides a The student provides a The student provides
combination of at least combination of at least combination of at least seven correct true or
three correct true or six correct true or false seven correct true or false responses and
5.G.3 false responses and/or responses and/or false responses and/or clear explanations for
all seven items.
5.G.4 explanations. explanations. explanations.
a. True
b. True
c. False
d. True
e. False
f. False
g. False

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.16
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End-of-Module Assessment Task 5•5
•3

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.17
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•3

Module 5: Addition and Multiplication with Volume and Area

Date: 1/10/14 5.S.18
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•3

Module 5: Addition and Multiplication with Volume and Area

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