You’ve seen how many cubes are in a single layer. Provide them with time to do so before revealing the next image. Reveal to the students the image of a single layer of sugar cubes:Īt this point, students may wish to update their estimates. How would you use that information? Estimation: Partial Reveal & Update What information would you need to answer the question? Ask students how they would use the information to answer the question. Have students turn to a partner and generate questions they could ask that would provide them with information they could use to answer the question. Students should be given an opportunity to share their estimates at this point, but refrain from sharing their rationale just yet in order to give everyone a chance to develop their own thinking. Providing students an opportunity to make an estimate and try to articulate their thinking with their peers provides a very low floor opportunity for them to not only better understand the context, but to also begin nudging them to think about what will be important to make their estimate more precise as we continue through the lesson. Students can then make a “reasonable estimate”, which they will have a chance to revise.īe sure not to skip over asking students to make an estimate using only their spatial reasoning skills as this is a very important step in the Curiosity Path. It can also provide students who may be reluctant to share with a safe entry point. Students begin by making an estimate before they are provided with all the information they need to answer the question, thus requiring them to consider what would be a reasonable number of cubes.Įncouraging students to begin by considering estimates that are “too high” and “too low” will provide a range within which more likely estimates can be framed. Once student noticings and wonderings have been acknowledged and noted, the class can settle on a first question to explore: Spending time to acknowledge and address specific thoughts that students shared, whether a notice or a wonder, is crucial to building a culture in your classroom where students know that their voice is being valued and thus encourages them to continue sharing their thoughts and opinions later in this lesson and in future lessons. Some wonderings can be answered immediately and crossed off the list: I wonder how much a single cube weighs?.I wonder what the dimensions of the box are?.I wonder how many calories are in the box?.I wonder how many sugar cubes are in the box?.I notice there’s a box of sugar with a single cube next to it.Possible points that may come up include: All contributions are acknowledged and recorded on an anchor chart on the board. Students share as a whole group, either their own noticings and wonderings, or a meaningful observation or question they heard from their partner during the share (while giving credit to their partner).Students share their observations and questions with a partner.Students may benefit from watching the video a second time or having a still image from the video to refer to. Students have individual think time to jot down ideas on paper or whiteboard (minimum 1 minute).Have students do a Think-Pair-Share routine: Teaching remotely? NCTM’s Isometric Drawing Tool can be used to build and manipulate cube structures.Isometric dot paper & colored pencils or markers.The product remains unchanged, no matter how the numbers being multiplied are ordered (commutative property of multiplication).Ī variety of tools for students to use to think through the problems, such as:.The volume of a rectangular prism can be determined by multiplying length, width and height and,.The volume of a rectangular prism can be determined by finding the area of the base and multiplying by the number of layers.The volume of a rectangular prism can be found by counting the cubes in one layer and multiplying it by the number of layers.The volume of a rectangular prism is related to the edge lengths.Volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps.Volume is an attribute of a three-dimensional space.Some of the big ideasthat will likely emerge in this task include: This task serves to illustrate the relationship between addition and multiplication and how the two operations can be used to determine the volume of a rectangular prism. In this task, students use a nonstandard unit of measure (a sugar cube) in order to determine the volume of a box of sugar. Students will find how many sugar cubes are in the box by finding the volume of the box using sugar cubes as the unit of measure.
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