5.MD.4
Standard
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Student Language:
"I can measure volume by counting unit cubes."
Explanation
About the Math, Learning Targets, and Rigor
Students understand that same sized cubic units are used to measure volume. Students can apply these ideas by filling containers with cubic units (wooden cubes) to find the volume. They may also use drawings or interactive computer software to simulate the same filling process.
Provide students with opportunities to find the volume of rectangular prisms by counting unit cubes, in metric and standard units of measure, before the formula is presented.
Counting the number of cubes results in a volume of 24 cubic centimeters.
Resources
Videos
- Khan Academy
- Scroll to 5.MD.4, click on skill, find videos on left side of each skill
- Learn Zillion
- Virtual Nerd
EngageNY Lessons
Extra Practice
- North Carolina Tasks
- Illustrative Math Tasks
- Howard County Tasks
- Click on 5th grade at bottom, then 5.MD.4
- Common Core Sheets
PARCC
Common Core State Standards
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
- Tasks assess conceptual understanding of volume (see 5.MD.3) as applied to a specific situation—not applying a volume formula.
Performance Indicators: 5.MD.4
Level 5: Exceeds Expectations
Recognizes volume as an attribute of solid figures and understands volume is measured using cubic units and can be found by packing a solid figure with unit cubes and counting them.
Represents the volume of a solid figure as “n” cubic units.
Writes an equation that illustrates the unit cube pattern.
Level 4: Meets Expectations
Recognizes volume as an attribute of solid figures and understands volume is measured using cubic units and can be found by packing a solid figure with unit cubes and counting them.
Critiquing/Reasoning Standards
Base explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response).
(Content Scope: Knowledge and skills articulated in 5.MD.C)
Performance Indicators: 5.C.6
Level 5: Exceeds Expectations
In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on operations using concrete referents such as diagrams--including number lines (whether provided in the prompt or constructed by the student) and connecting the diagrams to a written (symbolic) method, which may include:
- a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
- an efficient and logical progression of steps with appropriate justification
- precision of calculation
- correct use of grade-level vocabulary, symbols and labels
- justification of a conclusion
- evaluation of whether an argument or conclusion is generalizable
- evaluating, interpreting, and critiquing the validity of other’s responses, approaches, and reasoning, and providing a counterexample where applicable
Level 4: Meets Expectations
In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on operations using concrete referents such as diagrams--including number lines (whether provided in the prompt or constructed by the student) and connecting the diagrams to a written (symbolic) method, which may include:
- a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
- a logical progression of steps
- precision of calculation
- correct use of grade-level vocabulary, symbols and labels
- justification of a conclusion
- evaluation of whether an argument or conclusion is generalizable
- evaluating, interpreting, and critiquing the validity of other’s responses, approaches, and reasoning.