Volume of Solids
Teaching volume to students is a grade 5 common core objective. Grade 5 under the subgroup of Measurements and Data. These are the standards that fill this topic in the common core language I am now beginning to understand:
Volume begins in the 3rd standard: 5.MD.C.3 and this is the objective according to common core:
Geometric measurement: understand concepts of volume.
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
There are two subtopics in this lesson as well:
CCSS.MATH.CONTENT.5.MD.C.3.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.
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.
CCSS.MATH.CONTENT.5.MD.C.3.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.
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.
I want to look into some ways to make this a bit interactive with the students because I have been having a little bit of trouble getting there in the last few PLP topics. I found some lesson plans that will hopefully help with this.
The beginning idea is to ensure the students can recognize that volume is an attribute of 3D shapes and instead of how students measure what are the units they would measure volume with.
One lesson plan that I liked began with an outside scavenger hunt to find 2 D and 3D shapes. This is a good refresher of the prior topics we have covered and can begin to lead them into the idea of volume. If someone sees a round bucket, can it hold water? Is it 2D or 3D? Is it a cylinder? Can it hold something inside?
The engagement of the students and being able to explore outside seems to peak their interest and they are able to find most of the shapes the teacher listed in the hunt. Once back inside it is good to reflect on what was found and to keep searching for those that were not. Finally, concluding the lesson with what the big difference between 2d and 3d shapes are. 3d shapes can hold something.
At this point I would introduce volume as a vocabulary word for our lesson the following day. I can compare volume (the measurement of what space something takes up INSIDE) vs perimeter (the measurement of the outside of the object).
Further along in this lesson (another day), we will get into volume more in depth.
The good thing about volume is...this can be fun!!! It is like using a sensory table in pre school. There are so many different things you can use to measure volume: water, sand, sugar, legos, so many different things!
Volume = Length x width x height
OR
Volume = Base x height
As the students try to fill something with different objects and then discuss if we are filling the whole thing, are we getting the entire volume?
Filling a square box with marbles, is there any empty space? Try pouring water in it, there is still space.
From my reading it seems like the big lesson is actually learning what the unit of measurement is. As I did some research I am reminded that you can measure the volume of liquids, solids and gases and each of these is measured in different units (liters, cubic meters).
I cannot really find where/when students learn to calculate volume of a liquid or gas. Does anyone have any ideas on this and where I can find more info?
Hey, Bonnie Jeanne!
ReplyDeleteI think young children learn about measurement, volume of liquid, gas and other concepts such as density, solutions (solid, liquid, evaporation) at a very early stage of development in early childhood I would say, through water play activities when they are playing with water: they pour it back and forth, spill it over of a container, block its stream, make waves, and sometimes they can spend hours just playing with water by the sink; playing with bubbles, placing heavy and light objects into the water. Through water play children from 4 year olds to at least age 7 practice in counting, one-to-one correspondence, fractions, volume, conservation, and many other math and science concepts.
I very like the video below and explanation of the volume. I think we can demonstrate this way of volume concept to children.
https://www.youtube.com/watch?v=gk1R51psXvs
https://www.southernearlychildhood.org/upload/pdf/Science_Concepts_Young_Children_Learn_Through_Water_Play_Carol_M_Gross.pdf
This is great, thank you Tatiana.
DeleteAnd, I agree, water is a huge "toy" for kids this age and a great tool for learning.
Hi Bonnie,
ReplyDeleteWhat an insightful post! I truly appreciate how much information you provided and how you explained the steps. I also like how you provided an additional example, proving that there is more than one way to solve a problem. The word "volume" can be confusing to some young learners who don't fully understand what that means, but by providing them with visuals and explaining that it is what makes a 3 dimensional shape, it may make the learning process a bit smoother for them. This was a highly informative post!
Thanks for the peer feedback everyone.
ReplyDelete