In a previous lesson, students learned to find the volume of a rectangular prism by multiplying the number of cubes in a base layer by the number of layers. They connected this understanding to the multiplication of the length, the width, and the height to find the volume of a rectangular prism. They also used a two-dimensional representation of a base and its corresponding height to find the volume of a rectangular prism.

In this lesson, students write and interpret numerical expressions that represent the volumes of rectangular prisms. Students use what they know about rectangular prisms to reason whether or not an expression represents the volume of a rectangular prism.

During the next lesson, students will describe which standard cubic unit they would use to measure the volumes of objects that are shaped like rectangular prisms. Consider which objects students see on a regular basis in their communities that are shaped like rectangular prisms and bring pictures of those objects to show students during the next lesson. If possible, consider going on a prism scavenger hunt around the community before the next lesson.

Math Community
Tell students they will reflect on their identified norms at the end of this lesson.

As students matched expressions to images of prisms today,  what evidence did you see that they are building on their understanding of the structure of rectangular prisms?