Essential Questions:
Big Ideas:
Unit 6 instructional time is focused on these priority standards:
5.G.B.3 Understand that attributes belonging to a category of twodimensional figures that also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.B.4 Classify twodimensional figures in a hierarchy based on properties.
5. MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.C.5.A Find the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication.
5.MD.C.5.B Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems.
5.MD.C.5.C Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
Unit 6 instruction is supported by these standards:
5.MD.A.1 Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5. MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
 How can a square be a rectangle and a rectangle not a square?
 How can the volume of a rectangular prism be used to calculate the volume of some irregular solids?
Big Ideas:
 Plane figures can be categorized by attributes into more than one category.
 Volume of a solid can be calculated by counting the unit cubes that fit exactly into the solid.
 Volume can be added.
Unit 6 instructional time is focused on these priority standards:
5.G.B.3 Understand that attributes belonging to a category of twodimensional figures that also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.B.4 Classify twodimensional figures in a hierarchy based on properties.
5. MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.C.5.A Find the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication.
5.MD.C.5.B Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems.
5.MD.C.5.C Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
Unit 6 instruction is supported by these standards:
5.MD.A.1 Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
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.
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.
5. MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
What to TeachUnit 6 Outline
Preassessment Introduce Real World Experience Real World Experience Task 1 Topic 1: Geometric Figures (3 Days)

Lesson Ideas 
Student Practice 
Topic 2: Understanding Volume (2 Days)
Topic 3: Calculating Volume (5 Days) Real World Experience Task 5

AssessmentUnit 6: Pre Assessment
Unit 6: Real World Experience Unit 6: Post Assessment Unit 6: Formative Assessment 
Unit ResourcesUnit Vocabulary
5th grade vocabulary cards AL Spanish 5th grade vocabulary cards MZ Spanish 5th grade CCSS Word List (ENGSPAN) ISBE unit Illinois TEACH & TALK 5.G.3 Illinois TEACH & TALK 5.MD.5 EngageNY module (PDF) (WORD) Howard County Resources for 5.G.3 Howard County Resources for 5.G.4 Howard County Resources for 5.MD.5 Georgia unit Achieve the Core District 5th grade Fluency Resources addition flashcards: (vertical) (horizontal) (triangle) subtraction flashcards: (vertical) (horizontal) (triangle) multiplication flashcards: (vertical) (horizontal) (triangle) division flashcards: (vertical) (horizontal) (triangle) 
Learn the MathFluency Assessment Directions
Quarterly Fluency Expectations Common Core Math Fluency Guidelines Georgia 5th grade Overview Parent Letter 