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."

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

Released Assessment Questions

PARCC

Common Core State Standards

5.MD.4

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

5.C.6

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.