Volume math problems 5th grade: 5th Grade Volume Worksheets
Posted onMath — Fractions — 5th Grade Polo Ridge
Math Updates
Topic 9 Dividing Fractions
In this topic, your student is learning how to interpret a fraction as division of the numerator by the denominator and show quotients as fractions and mixed numbers. He or she is solving realworld problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions. A unit fraction is a fraction with a numerator of one. The end of topic test will be given by March 13th.
Topic 10 Volume
Throughout this topic, your student is learning about volume. He or she will learn how to find the volume of a rectangular prism, and then use that understanding to formulate a plan to find the volume of a solid figure that is a combination of two or more rectangular prisms. Your student will also use models to develop the formula for volume and to recognize a cube with a side length of one unit as a unit cube having one cubic unit of volume. This will give him or her the skills necessary to solve problems involving volume, the area of the base of a prism multiplied by the height of the prism.

Fraction LessonsAddition and Subtraction
Multipliction and Division

ath Resources:
We Love Math!
Visit the following website to select challenging math problems for 16th grade. You will find plenty of math challenges at Mathtop10.com.
www.mathtop10.com
4th Grade:
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g4ww912.pdf
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5th Grade:
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6th Grade:
g6ww13.pdf
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g6ww79.pdf
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g6ww1315.pdf
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g6ww1921.pdf
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g6ww2527.pdf
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g6ww3133.pdf
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g6ww46.pdf
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g6ww1012.pdf
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g6ww1618.pdf
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g6ww2224.pdf
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g5ww2830.pdf
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g6ww3436.pdf
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Teaching Volume — (Free Volume Handson Activity and Posters) —
 6 Comments  Filed Under: Geometry & Measurement, Math
When we moved to the Common Core standards this year, volume was a new skill for my 5th graders. Also, since there were three standards that addressed some aspect of volume, it was assessed more frequently than the other standards. I knew I needed to find or create some quality and engaging resources for teaching volume. This post shares my goto activities, video, and resource for teaching volume (including a few free resources).
Introducing Volume: Study Jams Video
When I introduce Volume for the first timel, I always like to start with this Study Jams video on volume. My students always love Study Jams video and this video is great for showing visuals to help the students conceptually understand the concept of volume.
Teaching Volume with HandsOn Volume Activities
After introducing the skill through this video, we do a lot of building prisms and practicing the skill in a handson manner. One way that we do this is by building different rectangular prism using linking cubes. Here are some of the activities we do when building prims and calculating volume (by counting the cubes and not using the formula – more about how we transition to the volume formula in the next section):
 We build a variety of prisms based on lengths, widths, and heights that I tell the students.
 The students “free build” rectangular prisms and then record the length, width, height, and the volume of the prism.
 The students build different prisms that have the same volume. Grab the free printables for this handson volume activity by clicking here!
Moving to the Volume Formula
After a few days of practice building prims and calculating volume, we are ready to move to the volume formula (length x width x height). I do this through an exploratory lesson where the students (at my guidance) use their unit cube prisms to derive the formula. Then, we test it out several times with new prisms before we officially decide that it is an effective and efficient formula for determining volume.
Grab these free posters for introducing and teaching volume by clicking here.
HandsOn Volume Activity Using the Formula
Even though we move to using the formula for calculating volume, we are not done with handson activities. One of our favorite activities is measuring actual boxes and then determining the volume of those boxes. This also helps the students check the reasonableness of the volume they calculate, which helps with estimating volume.
For this handson volume activity, we ask students and other teachers in the school to bring in boxes and we collect them from year to year. The students use rulers (they choose inches or centimeters) to measure the length, width, and height. Then they use the formula that we derived in the previous lesson to determine the volume.
My GoTo Resource for Teaching Volume
Handson activities are very important to ensure students have a conceptual understanding of volume, but we also use paper to pencil practice as well. I use the resources in my Teaching Volume Unit from TPT.
Here are some of the key resources in this Volume Resource:
 Volume Practice Printables – The printables have a variety of different volume skills for the students to practice. There are also a few printables that are activities that require the students to build and draw prisms. There is also a printable that has the students solving a performance based task involving cracker boxes with specific dimensions. There are three parts to this task and the students get to design their own cracker and cracker box design.
 Volume Math Centers – My favorite part of this resource are the volume math centers. The math centers include a little of everything: building prisms and calculating the volume of the prisms, spinning dimensions and then calculating volume, and then task cards that review a variety of volume skills.
 Additive Volume – One of the trickiest skills for the volume standards is additive volume. This resource includes a math task that is perfect for introducing the skill and then a separate printable for continued practice. Additive volume practice problems are also included in the task cards, exit slips, and assessments.
 Volume Assessments – The biggest key to success with this unit (besides all the handson practice) is regular formative assessment to see how the students are progressing. Since this is a new skill for 5th graders, it is important that we build a strong foundation and conceptual understanding without misconceptions or errors in thinking. In order to regularly monitor my students’ progress, this resource includes a variety of exit slips that address all the skills and get progressively more difficult. A twopage post assessment is also included that can be used as a summative assessment.
If you are interested in more printables, math centers, and assessments to help you teach volume, click here or on the image below to purchase the unit from my TeachersPayTeachers store.
Do you have any great ideas or resources for teaching volume? Let us know in the comments!
Click here to read more about my favorite manipulatives for teaching 5th grade math skills.
6 Comments  Filed Under: Geometry & Measurement, Math
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Welcome friends! I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students. Learn more about me.
09/22/21 Mathematics Grade 5
09/22/21 Mathematics Grade 5 b
Theme of the lesson: Luch. Plane. Image of basic geometric shapes.
Geometry and arithmetic are important parts of mathematics. In arithmetic, we are mainly concerned with calculations, that is, operations with numbers. And the very name «arithmetic» comes from the Greek word «arithmos», which means number in translation. Let’s analyze the word «geometry» in parts: «geo» and «metry». What famous words start with geo? (Geography, geology, geodesy, etc.)
All these sciences study the earth. Indeed, the word «geo» in ancient Greek means «earth». What does the word «metric» mean? Let’s remember why we need a meter, and in what cases we use a meter. ( For measuring). Therefore, the word «geometry» can be translated as «surveying». Paper had not yet been invented in antiquity, so drawings were then often made on the ground. You will draw in notebooks.
The surface of the chalkboard and the pages of a notebook are flat surfaces or, as they say in geometry, planes. More precisely, they are only finite parts of infinite planes.
— Which of the following surfaces — a floor, a ceiling, a curtain, a flower petal, a tree leaf, a handle — can be considered flat?
— Give examples of your flat surfaces.
In geometry, we deal with drawings — drawings, which depict geometric shapes.
— By what rule were the figures combined into groups?
(Hint* Plane figures and threedimensional bodies)
— Name the plane figures you know
(Hint* square, triangle, circle, rectangle)
— Name threedimensional bodies you know.
(Hint* Cube, cylinder, cone, pyramid, ball)
The word «figure» in Latin means «appearance», «image». Name objects that have the shape: ball, circle, square, cube.
— You are already familiar with the basic geometric shapes. This is a point, a segment, a ray, a straight line, an angle, a triangle, a rectangle, a polygon, a circle.

Reference. The figure shows a line, a segment, a ray, an angle, a triangle, a circle, a rectangle, a circle, a rectangle, a quadrilateral, a pentagon, a circle.
— List each of these shapes.
— What drawing tools do you need to draw these figures?
All these figures, except for the dot, are drawn using lines. 
Job. Performed independently.
1) Draw line segment AB. Mark points so that point:
a) K did not belong to segment AB;
b) L belonged to segment AB;
c) N was between points A and L;
d) M was on the segment between points N and L.2) How many segments were formed on the segment AB?
CHECK:.

There are infinitely many lines that can connect points A and B. Line AMNB is called a broken line, it consists of three links — segments AM, MN, NB. Imagine that all three of our lines are threads. Then both the broken line and AMNB, and the curve AB can be straightened by pulling, for example, the end of B. But the segment AB cannot be stretched. This means that it is the shortest of all the lines connecting points A and B. Therefore, the length of the segment is considered the distance between points A and B.

RULES for reading equalities and inequalities with segments.
In equality, everything on the left side is read in the nominative case, and everything on the right side is read in the dative case.EX. AB \u003d 7 cm — the length of the segment AB is seven centimeters.
In the inequality, everything on the left side is read in the nominative case, and everything on the right side is read in the genitive case.
EX. AB

Task
Point K lies between points C and B, and point N lies between points K and C. Compare the lengths of the segments and write down the result using inequality signs:
1) CB and NK; 2) CN and SC; 3) VN and VK; 4) SW and SC.
CHECK:
1) CB NK; 2) СN ВК; 4) SV SK.

Oral work.
1) Read the entries:
a) AB = CD; e) pH = 5 m 6 dm;
b) EF c) MN OS; g) XY = XE — EY;
d) RT = 3mm; h) DF = CD 5.2) Answer the questions.
— Which points belong to the segment KL?
— Between which points is located:
a) point L? b) point A?— Which point is located between:
a) points K and B?;
b) points B and L?.— Find the length of the segment KL if it is known that KD = 15cm, LW = 9cm, BA = 21cm, AL = 7cm.

Homework.
1) Practice in drawing segments with ends at given points.
2) Assignment — for strong students. Conclude that the sum of the distances from the point to the ends of the segment is equal to the length of the segment if the point belongs to the segment, and more than the length of the segment if the point does not belong to the segment.
Complete the sentence.
I can…
I can…
I know…
IRO DISTANCE LEARNING SYSTEM › Mathematics. Geometry around us (grade 5) (template)
The elearning course «Geometry around us» is designed to accompany the study of the basic mathematics course in grade 5 or as additional tasks in the mathematics course of grades 56.
target course : organize through a system of tasks the intellectual, practical and research activities of students aimed at:
— the development of spatial representations, figurative thinking, visual and graphic skills, methods of constructive activity, the ability to overcome difficulties in solving mathematical problems, geometric intuition, cognitive interest of students , development of an eye, memory training of correct geometric speech;
— the formation of logical and abstract thinking, the formation of personality traits (responsibility, conscientiousness, discipline, accuracy, perseverance).
Course objectives introduce students to the properties of geometric shapes at the level of practical research,
— teach how to apply acquired knowledge in solving various problems. The main techniques for solving problems are: observation, design, experiment.
Authors of the course :
— Mathematics teacher of the Moscow Autonomous Educational Institution Lyceum No. 21, Pervouralsk Sushintseva Irina Anatolyevna
— Specialists of the SAEI DPO SO IRO
For technical support, please contact the Center for Distance Educational Technologies of the IRO at mail [email protected]
Thematic planning
Technological map of the course «Geometry around us» Grade 5
Section/Topic 
Contents 
Control forms 

Lesson 1. Introduction 
Getting to know the specifics of working in course 

Lesson 2. First steps in geometry 


Lesson 3. Space and dimension 
Part 1
Part 2



Lesson 4. Section. Cut length 

Learning Module 

Lesson 5. Problems about calculating the length of a segment 



Lesson 7. Luch. Angle 



Lesson 8. Protractor Measuring and plotting angles 
Part 1
Part 2 Practical exercises on the topic «Measuring and constructing angles with a protractor» 


Lesson 9. Angle Finding Problems 
Practical lesson on solving problems of finding the magnitude of the angle 
Performing practical tasks on the topic «Problems of finding the magnitude of the angle» 

Lesson 11. Construct an angle equal to the given one. Dividing an angle in half. Practical work No. 1 
Part 1
Part 2 Performing practical tasks for constructing an angle equal to a given one, dividing the angle in half 


Lesson 12. Triangle 
Part 1
Part 2 Research practical work 


Lesson 13. Polygon circumference 
Exercises for calculating the perimeter of a rectangle, square and triangle 
Performing exercises on the topic «Perimeter of a polygon» 

Lesson 15. Research work. The sum of the angles of a triangle 



Lesson 16. Sum of the angles of a triangle 
Solving problems on finding the degree measure of the angles of a triangle 

Lesson 18. Construction of a triangle equal to the given one. Practical work №2 
Part 1
Part 2 Practical work on solving building problems 


Lesson 20. Triangle area 

Studying the materials of the training module 

Lesson 21. Area units 

Studying the materials of the training module 

Lesson 22. Problems for finding the areas of shapes 
Exercises for finding the area of shapes (rectangle, square, triangle) 
Exercise 

Lesson 24. Polygons in painting 

Studying the materials of the training module 

Lesson 25. Triangle elements 
Elements of a triangle exercise 
Performing exercises on the topic «Elements of a triangle» 

Lesson 26. Practical work No. 3. Triangle parquet 
Practical work «Parquet of triangles» 
Implementation of practical work No. 3 

Lesson 28. Surface area of the parallelepiped 
Exercises on the topic «Surface area of a parallelepiped» 
Performing exercises on the topic «Surface area of a parallelepiped» 

Lesson 29. Box Volume 

Learning Module 

Lesson 30. Volume. Volume units 

Learning Module 

Lesson 32. 