`An Introduction To VolumeLinda James Woods              Harold Washington Elementary School                               9130 So. University Avenue                               Chicago IL  60619                               (312) 535-6225Objectives:This mini teach is designed for grades 3 to 5.L    To count volume in cubic unitsL    To multiply to find volumeL    To estimate volumeL    To write a multiplication sentence to find the volumeL    To discover volume of different containersL    To make a cost analysis of different brands of popping corn L    To learn the definition of volumeMaterials Needed:L    Connecting cubes or base ten blocksL    Rectangular containers similar in sizeL    Potting soilL    Cubic rulersL    Work sheetsL    Three different brands of unpopped popping cornL    Air popcorn popperL    Bowls or bags for popcornL    CalculatorsRecommended Strategy:Activity 1-Volume MeasurementStudents should work in groups of four.Place several rectangular containers similar in size on the table.  Each container should be numbered.  Have one student put the containers in order of total volume.  Ask the class if it is correct.  Each group should write down the order they think the containers should be in.  Write each group's answer on board.  Divide containers among groups to measure volume.  The group that wins gets the point or prize.Each group will have one clear rectangular container.  Have the students use base ten blocks to estimate the volume of their container by making a model of the container.  Each group will then put their model inside the container to check their estimation.  The group which comes the closest to the correct volume wins the prize.Using these same clear containers, tell the students they will fill flower pots with soil.  Give each group a rectangular flower pot or box and a ruler.  They are to measure the flower pot/box to get the volume.  They must write a number sentence.  Write each number sentence on the board.  Each group will then use soil to fill their flower pot to check measurement.  The group which comes the closest to the correct volume wins.  You can give them seeds to plant and observe the growth. Activity 2-Volume ValueHave three different brands of popping corn available to the class. A large range in prices (one economy, one moderately priced and one expensive) will give the experiment more impact.  Assign students to groups of three or four and ask them to design an experiment that will determine which popping corn is the best value by comparing the cost of eight ounces of unpopped corn with the volume of the popped corn.  Discuss each group's method with your class.  Carry out the experiments with the class.  Students must show work and formulas they used.  They should answer the following questions:  Is there a difference in brands?  If so, which brand is the best value?  Why is this a better buy?  Are there other factors you want to consider besides price per unit?  If so, what are they? Performance Assessment:L   Students should use base ten blocks to design their own rectangular prism.  L   They will make a drawing of the solid figure with accurately labeled         dimensions.  L   They will state volume.Conclusion:Students will be able to learn how to estimate volume using the phenomenological approach as well as participate in a hands on activity to calculate volume.  Once skill is learned, students will be able to apply to real life situations. References:Burton, Grace M., Hopkins, Martha H., Johnson, Howard C., Kaplan, Jerome D., Kennedy, Leonard M., and Schultz, Karen A.: Mathematics Plus:  HBJ Teacher's Edition Grade 4: Harcourt Brace Jovanovich, Inc. 1992Harcourt Brace and CompanyBelsky, Nancy: Real Life Math: Frank Schaffer Publications, Inc., 1993.`