Students will demonstrate the concepts and skills that they have developed through this context and learning experience.

The purpose of this assessment is for student to demonstrate their understanding of the following big ideas:

• Volume is an attribute of a three-dimensional space
• Volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps
• 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 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 determined by multiplying length, width and height
• A composite shape made up of two non-overlapping right rectangular prisms can be broken down into two rectangular prisms in order to find its volume

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals:

• I recognize that volume is measured as cubic units and is found by packing unit cubes in solid figures.
• I can explain that multiplying the length, width and height of a right rectangular prism is the same as determining the area of the base and multiplying by its height.
• I can multiply the three dimensions in any order to calculate volume.
• I can find the volume of a composite solid composed of two right rectangular prisms.

Students might write and/or model their answers independently. Students can also be interviewed by their teacher.

An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands, or can do.

Coming Soon

A variety of tools for students to use to think through the problems, such as:

• Linking cubes or Omnifix cubes
• Isometric dot paper & colored pencils or markers
• Grid paper
• Whiteboards & markers
• Teaching remotely? NCTM’s Isometric Drawing Tool can be used to build and manipulate cube structures

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Students will have an opportunity to independently complete practice questions related to the volume of rectangular prisms, both when all the unit cubes are shown, and when not all unit cubes are shown.

As students are working, you might consider using this opportunity to pose purposeful questions and document student thinking for the purpose of formative assessment.

Pay close attention to the strategies that students are using.

Are students:

• Using concrete materials to model the rectangular prisms?
• Using a visual array to show the base layer, then representing each layer?
• Writing multiplication expressions that use the dimensions of the rectangular prisms?
• Using an algorithm?

While students are working independently, you might also consider strategically pulling students individually or in small groups in order to move them along their developmental continuum.

Question #1:

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Question #2:

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Question #3:

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Question #4:

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Question #5:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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