VOLUME OF RIGHT RECTANGULAR PRISMS : DISCOVERING VOLUME THROUGH CHOREOGRAPHY 5

DISCOVERING VOLUME THROUGH CHOREOGRAPHY

VOLUME OF RIGHT RECTANGULAR PRISMS: DISCOVERING VOLUME THROUGH CHOREOGRAPHY

Learning Description

In this lesson, students will discover how the volume of a right rectangular prism can be found by creating choreography to represent the formula for volume.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can find the volume of a right rectangular prism.
  • I can create a piece of choreography to demonstrate how to find the volume of a right rectangular prism.

Essential Questions

  • How can I create a piece of choreography that demonstrates how to find the volume of a right rectangular prism?
  • How can I find the volume of a rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8.3 Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems.

Arts Standards

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.

a. Recognize volume as an attribute of right rectangular prisms;

b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;

c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Locomotor - a movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Rhythm - The pattern of timed beats and movements that align with the music

 

Materials

  • Volume equations
  • Music (optional) for students performances (upbeat instrumental music is recommended)
  • Rubric (see “summative assessment”)

 

Instructional Design

Opening/Activating Strategy

  • Explain to students that different levels can be used in choreography to communicate different ideas.
    • Have students get into a circle facing each other. Explain to them that they will follow your movements.
    • Start showing them one movement and have them copy you to the rhythm of a steady beat.
    • Change the movement to one of a different level. Explain to students that there are levels in dance–high, medium, low. Now, put the two movements together.
    • Next add locomotor movement moving either to the side, front, or back. Put the three movements together and have students follow along. Explain that when we put movements together, we create choreography.
    • Allow students to take turns being the “leader” showing a new movement that the class will follow. Encourage them to utilize levels and locomotor movement to add variety.

Work Session

  • Next, explain to the students that they will be using choreography to help them understand and remember how to find the volume of right rectangular prisms.
    • Address the misconception that volume is the same as area.
  • Divide the students into small groups.
    • Instruct students to create a movement sequence that demonstrates the formula for finding volume.
    • Students must create a movement for length, width, height, and volume as well as a movement to show “multiply” and “equal”. Students will have seven movements total in their choreography.
    • Students must use levels and locomotor and non-locomotor movements in their choreography.
    • Monitor student work by circulating and providing guidance as needed.
    • After groups have choreographed their movement sequences, assign each group three volume equations to solve. Students should use the formula to solve each equation.

 

Closing Reflection

  • As a class, ask students to share one thing they learned about finding volume through choreography. This can be done as a whole class or with a neighboring student.
  • Ask students how they used choreography as a tool of communication in this lesson.

 

Assessments

Formative

  • Ask questions throughout the process to assess whether the students understand volume.
  • Make observations of the choreographic process to ensure the students are using the dance vocabulary and applying it to the task in a meaningful way.

 

 

Summative

  • Student work on the three volume equations
  • Rubric for choreography:
A rubric table with five criteria—Accuracy, Creativity, Execution, Presentation, and Overall Impact—rated from 0 to 3 points, describing performance levels for choreography about discovering volume of right rectangular prisms.

 

DIFFERENTIATION 

Accelerated: 

Challenge students to create their own choreography sequence that represents a different geometric shape. Instruct them to write down the corresponding volume formula and steps to find the volume of the shape they created.

Remedial:

  • Create choreography for the formula to find volume as a class.
  • Have students solve the volume with smaller numbers and whole numbers only.

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS : EXPLORING VOLUME THROUGH MUSICAL DYNAMICS 5

EXPLORING VOLUME THROUGH MUSICAL DYNAMICS

VOLUME OF RIGHT RECTANGULAR PRISMS: EXPLORING VOLUME THROUGH MUSICAL DYNAMICS

Learning Description

Students will learn and apply the formula for finding the volume of a rectangular prism (V = l × w × h) by integrating mathematical concepts with dynamics through an original musical composition.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent the dimensions and volume of a rectangular prism through musical composition.
  • I can explain how the dynamics in each musical composition reflect the dimensions and volume of the corresponding rectangular prism.

Essential Questions

  • How can we represent the dimensions and volume of a rectangular prism through musical composition?
  • How does the dynamics in each musical composition reflect the dimensions and volume of the corresponding rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

ESGM5.RE.1 Listen to, analyze, and describe music.

b. Describe music using appropriate vocabulary.

ESGM5.CR.2 Compose and arrange music within specified guidelines.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.

a. Recognize volume as an attribute of right rectangular prisms;

b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;

c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 6: I can analyze music.

 

Key Vocabulary

Content Vocabulary

  • Two-dimensional shape - An object with height and width
  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Right rectangular prism - A three-dimensional geometric shape with the following characteristics:
    • Faces: It has six faces, all of which are rectangles.
    • Right Angles: Each of its edges meets at a right angle (90°), making it a "right" prism.
    • Parallel and Perpendicular: Opposite faces are parallel, and adjacent faces are perpendicular.
    • Vertices and Edges: It has 8 vertices (corners) and 12 edges.

Arts Vocabulary

  • Dynamics - Loud and soft sounds; volume
    • Piano - Soft
    • Pianissimo - Very soft
    • Mezzo-forte - Moderately loud
    • Forte - Loud
    • Fortissimo - Very loud
    • Crescendo - Get louder
    • Decrescendo - Get softer (synonymous with diminuendo)
  • Form/Composition - The organization of a piece (how the music is put together)

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Begin by reviewing the formula for finding the volume of a rectangular prism (V = l × w × h).
  • Discuss the three dimensions of the rectangular prism: Length (l), width (w), and height (h).
  • Explain that students will integrate this mathematical concept into the creation of a musical composition.

Work Session

  • Choose a specific rectangular prism model or display a visual representation on the whiteboard.
  • Guide students through the process of calculating the volume using the formula.
  • Emphasize the importance of accurately identifying and labeling the dimensions in cubic units.
  • Play an example of music with varying dynamics (soft to loud). A good example is In the Hall of the Mountain King.
    • Ask students what emotions they felt at various points in the piece and why.
    • Ask students how the tempo (speed of the music) changed. What did this make them feel?
    • Ask students how the dynamics (volume of the music) changed. What did this make them feel?
    • Introduce musical terms related to dynamics:
      • Crescendo (gradually getting louder) and decrescendo (gradually getting softer)
      • Piano - Soft
      • Pianissimo - Very soft
      • Mezzo-forte - Moderately loud
      • Forte - Loud
      • Fortissimo - Very loud
      • Crescendo - Get louder
      • Decrescendo - Get softer (synonymous with diminuendo)
    • Connect the concept of volume in mathematics to the dynamic levels in music. The smaller the volume, the softer the sound.
    • Introduce students to various body percussion techniques–clapping, snapping, stomping, patting, tapping, etc.
    • Divide the class into small groups.
    • Provide each group with four rectangular prism models or visual representations.
    • Instruct students to create a short musical composition using body percussion that mirrors the dimensions and volume of the given rectangular prisms.
      • Compositions should include one body percussion sound for each dimension and one for the volume. This will mean that students must calculate the volume for each prism. There will be 16 sounds total in the composition.
      • Encourage creativity in using dynamics to represent the mathematical dimensions. Students should connect that the smaller the volume or dimensions the softer the sound.

 

Closing Reflection

  • Each group will perform their musical composition for the class. After each performance, discuss how changes in dynamics reflected the dimensions and volume of the corresponding rectangular prism.
  • Reflect as a class on how dynamics connect to mathematical concepts like volume.

 

Assessments

Formative

  • The teacher will observe students’ ability to recognize changes in dynamics during listening to a musical sample.
  • The teacher will make observations during the musical composition activity, focusing on the incorporation of volume-related dynamics.
  • The teacher will solicit informal reflections through question and answer from students on the relationship between volume in mathematics and dynamics in music.

 

 

Summative

  • Students can compose a musical piece using body percussion that demonstrates their understanding of volume through their use of dynamics.
  • Students will submit their calculations for all four assigned prisms.

DIFFERENTIATION 

Accelerated: 

  • Allow students to incorporate “found sound” (making sounds with objects that are readily available like tapping pencils together or tearing paper) into their compositions.
  • Allow students to use Incredibox to compose their pieces.
  • Have students record and explain their pieces using a platform such as Flipgrid.

Remedial:

  • Reduce the number of prisms students must calculate and use in their composition from four to two.
  • Scaffold the lesson by creating a composition for one prism together as a class talking through the process of choosing body percussion and dynamics.

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS 5

CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

Learning Description

In this lesson, students will apply their knowledge of how to solve for volume of right rectangular prisms to create a still life artwork inspired by the artist Giorgi Morandi.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can find the volume of right rectangular prisms.
  • I can create a still life drawing using right rectangular prisms.

Essential Questions

  • How can I find the volume of right rectangular prisms?
  • How can I create a still life drawing using various right rectangular prisms?

 

Georgia Standards

Curriculum Standards

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.

a. Recognize volume as an attribute of right rectangular prisms;

b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;

c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

 

Key Vocabulary

Content Vocabulary

  • Two-dimensional shape - An object with height and width
  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Right rectangular prism - A three-dimensional geometric shape with the following characteristics:
    • Faces: It has six faces, all of which are rectangles.
    • Right Angles: Each of its edges meets at a right angle (90°), making it a "right" prism.
    • Parallel and Perpendicular: Opposite faces are parallel, and adjacent faces are perpendicular.
    • Vertices and Edges: It has 8 vertices (corners) and 12 edges.

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Value - This describes the lightness or darkness of a color. Value is needed to express volume.
  • Composition - How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
  • Still life - A genre of art in which the subject is an arrangement of non-moving/non-living objects
  • Subject - What the artwork is about
  • Proportion - The size relationships between different parts of an artwork. It determines how each element relates to the others in terms of size, scale, and placement.

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • After students have shared what they see, ask them what three-dimensional forms they recognize. Tell students that some objects are composites of two or more forms. Students should identify right rectangular prisms.
  • Introduce students to the artist Giorgio Morandi. Explain that Morandi was a still life artist who used many basic geometric forms as the basis of his artwork.
  • Explain to students that a still life is an artwork in which the subject is an arrangement of non-moving/non-living objects. Show students additional examples of Morandi’s still lives.
  • Ask students how Morandi creates the illusion of three dimensions on a two-dimensional surface. Students should notice that some areas of the objects are darker than others to create the illusion that light is hitting a three-dimensional object. In art, this is called Value.

Work Session

  • Tell students that they will be creating a still life drawing using right rectangular prisms. Students will be able to create their own composition consisting of three right rectangular prisms.
    • Composition in art is how the artist chooses to put the elements of art (such as Form and Value) together in his or her artwork.
  • Students should randomly select three sets of measurements from a bag (example: right rectangular prisms: h: 2 in., w: 3 in., l: 5 in.). Explain to students that these three sets of dimensions for right rectangular prisms will be the subject for their still life drawings. Students can arrange them however they like.
    • Show them examples of Morandi’s still lives again so that they can see how he used the space on his canvas and arranged his forms (some are in front of others, some side by side, etc.).
  • Students should solve for the volume of their three right rectangular prisms.
  • Show students the Shape to Form handout. Allow students to practice creating the forms they will need for their composition.
  • Then, students should draw their three right rectangular prisms on their artwork.
    • Remind students to use the space on their paper and draw BIG!
    • Remind students to use proportion in their drawings.
      • For example, if one right rectangular prism’s dimensions are h: 2 in., w: 3 in., l: 5 in., it should be proportional to another prism’s dimensions that are h: 3 in., w. 1 in, l: 2 in.
    • Remind students to add value like Morandi to create the illusion of three dimensions. Show students the handout Forms with Value as a guide. Students can use regular pencil, colored pencil, or charcoal for their artwork.
      • Tell students that the harder they press down with their pencils, the darker the value will be.
      • Holding the pencil almost horizontal to the paper when shading and adding value will create a smooth texture.

 

Closing Reflection

  • On a separate paper, students should write their formulas with dimensions for volume of their three right rectangular prisms and their solutions to the problems. Students should attach this to their artwork so that it is visible.
  • Students should then engage in a gallery walk of each other’s work. Students should reflect on the following questions:
    • How did the artist create his/her composition using the three right rectangular prisms?
    • How did the artist use the space on his or her paper?
    • How did the artist use value to create the illusion of form?
    • How is the artist’s work similar and different to your own? To Morandi’s?

 

Assessments

Formative

  • Teacher will assess throughout the lesson:
    • Are students able to solve for volume?
    • Are students able to practice drawing their three right rectangular prisms using the Shape to Form handout as a guide?
    • Are students able to identify various prisms in Morandi’s artwork?

 

 

Summative

  • Did students’ final artwork:
    • Proportionally display the three prisms they were given?
    • Show value to create the illusion of form?
    • Show that they understood how to draw right rectangular prisms using shape?
    • Show the formulas and correct calculations for volume of all three prisms?

DIFFERENTIATION 

Accelerated: 

Students can use card stock or chipboard (thin cardboard) to build their right rectangular prisms before drawing their still lifes (students will need rulers). Then, students can arrange their prisms in an interesting way and draw from observation.

Remedial:

  • Assign students one prism to calculate volume for. Students can then draw this prism three times in their still life.
  • Allow students to work in pairs to solve equations. Each student will then make their own still life.

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders; Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING A CITYSCAPE WITH RECTANGULAR PRISMS 5

CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

Learning Description

In this lesson, students will develop skills to create and analyze right rectangular prisms and understand the concept of volume. Students will apply their knowledge of volume of right rectangular prisms to creating a collaborative class cityscape sculpture.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a rectangular prism that has six rectangular faces.
  • I can find the volume of a rectangular prism by multiplying the length, width, and height.
  • I can use my understanding of volume and dimensions to design and create a building for a cityscape.

Essential Questions

  • How can I create a building for a cityscape using the formula for finding the volume of a right rectangular prism?
  • How can I find the volume of a rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8.3 Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems.

Arts Standards

VA5.CR.4.b Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-mâché, paper sculpture, assemblage, found object sculpture).

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.

a. Recognize volume as an attribute of right rectangular prisms;

b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;

c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone
  • Cityscape - A visual representation or depiction of an urban environment, often showing the buildings, streets, and other features of a city; it can be an artwork, photograph, or a model that captures the overall layout, architecture, and atmosphere of a city

 

Materials

  • Graph paper
  • Tape
  • Colored pencils and/or fine line markers
  • Scissors
  • Pencils
  • Cardstock or thin cardboard
  • Examples of cityscapes

 

Instructional Design

Opening/Activating Strategy

  • Show students examples of cityscapes.
    • Ask students to make observations about how the buildings are arranged.
      • Students should notice that they are a variety of heights and are arranged close together.
    • Ask students to make observations about the designs they see on the buildings.
      • Students might notice that many buildings have windows covering the outsides.
    • Ask students what they notice about the structures? How would they describe their shape?
      • Allow students to share their observations and discuss the fact that these structures are all rectangular in shape.
      • Review how to find the volume of a right rectangular prism.

 

Work Session

  • Tell students that they will be creating a three-dimensional cityscape as a class. Each student will design and build their own building.
    • Show them an example of a rectangular structure on graph paper and explain how each square on the paper represents a unit of measurement.
      • Anticipate the misconception that students might think that the number of squares on graph paper represents the volume of the structure. Clarify that the graph paper is just a tool for visualizing and measuring, and the actual volume is calculated using multiplication.
    • Show them the dimensions of an example building: l = 8, w = 6, h = 15.
    • Show students how to use these dimensions to draw out each face of the right rectangular prism on graph paper.
    • Then, demonstrate how to cut out each shape on the graph paper and use that shape as a template to trace on either cardstock or thin cardboard.
    • Next, show students how to cut out each shape and assemble them together using tape.
    • Finally, students will be able to add designs to their buildings using fine line markers and/or colored pencils.
  • Pass out dimensions, rulers, and graph paper to students.
  • Circulate the classroom and monitor student work, providing support and clarification as needed.
  • As students complete their templates on graph paper, pass out cardstock/thin cardboard, colored pencils/markers, and tape to construct their buildings.
  • The final step students should complete is to calculate the volume of their building using the formula for volume.
  • Have students write their equation and solution on a notecard.
  • Students should place their buildings with their notecards together in a designated area to create the class cityscape.

 

Closing Reflection

  • Have the class conduct a gallery walk observing the connection between the dimensions and volume of each structure and its form.
  • Close the lesson with class reflection questions:
    • How did you calculate the volume of your building? Why is it important to use multiplication to find the volume instead of just counting the squares on the graph paper?
    • How do you think your building fits into the overall cityscape you created as a class?
    • How might you apply what you've learned about volume and design in future projects or real-world situations?

 

Assessments

Formative

Use guided questions and student check-ins throughout the lesson to check for students’ understanding of how to calculate volume and use the tools provided to create their buildings.

 

Summative

A rubric table for grading right rectangular prism sculptures as part of a cityscape, with four criteria—creativity, accuracy, volume calculation, and craftsmanship—graded on a 3, 2, or 1 point scale; each level has detailed descriptors.

DIFFERENTIATION 

Accelerated: 

Have students research skyscraper designs and create more complex buildings by combining several right rectangular prisms together. Students can then solve for the volume of the prisms and add them together to find the total volume of their building.

Remedial:

  • Provide students with pre-cut shapes with dimensions that they can then construct. Students should still calculate the volume of the structure.
  • Allow students to work with a partner..

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders; Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS CEREAL SHOWDOWN 5

CEREAL SHOWDOWN

VOLUME OF RIGHT RECTANGULAR PRISMS: CEREAL SHOWDOWN

Learning Description

Students will demonstrate an understanding of volume by writing and performing scripts where siblings argue about which cereal box to purchase based on volume.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use theater techniques to explore volume.
  • I can write and perform a script to help communicate volume.

Essential Questions

  • How can we use theater techniques to explore volume?
  • How can writing and performing a script help us communicate volume?

 

Georgia Standards

Curriculum Standards

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

Grade 5:

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

TA5.CR.2 Develop scripts through theatrical techniques.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.

a. Recognize volume as an attribute of right rectangular prisms;

b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;

c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Script - The written version of a play, movie, or other acted performance
  • Dialogue - A conversation between two or more persons
  • Scene - a single situation or unit of dialogue in a play
  • Character - An actor or actress in a specified role
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.
  • Gesture - An expressive movement of the body or limbs
  • Facial expression - Using your face to show emotion
  • Props - Items that actors use in a performance to depict real-life objects; props can also be used to help students brainstorm for their writing or character study
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.

 

Materials

  • Various empty cereal boxes of different sizes (ask students to bring these in prior to the lesson)
  • Measuring tools (ruler, tape measure, etc.)
  • Paper and pencils for script writing
  • Performance space

 

Instructional Design

Opening/Activating Strategy

Tell students that you will say several different emotion words. When they hear the word they should create a facial expression for that word. After a few examples, have students add in gestures and sounds with the facial expressions.

 

Work Session

  • Tell students that they will work in pairs or small groups to write a short script where siblings argue about which cereal box to purchase based on volume.
  • Briefly review the concept of volume with the class, emphasizing how it relates to the amount of space inside a 3D object.
  • Each group will choose two cereal boxes to compare by measuring their dimensions and calculating their volume.
  • Discuss what a script is with students. Make sure that students understand that scripts have dialogue that is written in first person. It is not like a story written in third person.
  • Ask students to consider what type of voice their character would have and how their voice might change if they’re trying to convince someone of something. Ask students to consider what gestures and facial expressions their character might use to communicate their point of view.
  • Allow students time to work on their scripts. Encourage them to incorporate mathematical reasoning into their arguments. For example, they might discuss which box holds more cereal or which is a better value for the price.
  • Have students peer-review each other's scripts, focusing on how well they incorporate mathematical reasoning and theatre elements. Students should provide feedback based on the clarity of their arguments and the effectiveness of their use of volume concepts.
  • After writing their scripts, give students time to rehearse their performances. They should use the actual cereal boxes as props.
  • Have each group perform their script for the class. After each performance, facilitate a brief discussion about the volume comparison made in the script. Ask the audience to weigh in on which cereal box they think would be the best choice based on the arguments presented.

 

Closing Reflection

  • Ask students to reflect on the activity.
    • Did writing and performing the script help them understand the concept of volume better?
    • How did they incorporate math into their arguments?
    • How did incorporating theatre elements, like gestures, voice, and facial expressions add to their performances?

 

Assessments

Formative

  • Observe students’ ability to use facial expressions, voice, and gestures to communicate emotions.
  • Conference with students as they calculate volume and write their scripts to check for understanding.
  • After each performance, facilitate a class discussion where students can reflect on the mathematical concepts presented in the scripts.

 

Summative

A rubric titled

DIFFERENTIATION 

Accelerated: 

  • Students can create a visual aid, such as a chart or graph, comparing the volumes of various cereal boxes.
  • Students can write a reflection on how they could use volume calculations in real-life situations.

Remedial:

  • Provide students with a pre-written script or sentence stems for writing a script so that students can focus on finding the volume. Students will still perform the pre-written script and should use their voices, facial expressions, and gestures as tools for communication.

 

CREDITS 

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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