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In this lesson, students will use Minecraft to create and solve problems involving area and volume.
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/UT8j1-w2hkM
Start Here: Teacher Preparation Video
Recognize volume as an attribute of three-dimensional space.
Write and interpret numerical expressions.
Understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps.
Collaboration
Critical Thinking
Project Based Learning
Introduce the concept of area and volume.
Explain to students that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps.
Have students load the supplied Minecraft world file.
Use this world as a visual representation to help students understand the concepts of area and volume.
Use the mathematical formulas to solve each of the puzzles.
Students should write the answers on the nearby chalkboards and take a screenshot or use the in-game camera to document their work.
Each student will create their own puzzle using blocks within Minecraft, and have their partner try to solve.
Same steps 1 to 3 as option A above.
Replace step 4 with: have students number the puzzles and write their answers on a piece of paper.
Once they have completed each of the puzzles, have students work in pairs.
Each student will create their own puzzle using blocks within Minecraft, and have their partner try to solve.
By solving the puzzles and creating their own, students will:
Demonstrate understanding of volume as an attribute of three-dimensional space.
Be able to write and interpret numerical expressions.
Understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps.
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Student 'Pause & Play' Video
Specific Outcome 5: Demonstrate an understanding of perimeter of regular and irregular shapes by:
- estimating perimeter, using referents for cm or m
- measuring and recording perimeter (cm, m)
- constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
Specific Outcome 3 : Demonstrate an understanding of area of regular and irregular 2-D shapes by:
- recognizing that area is measured in square units
- determining and recording area (cm2 or m2 )
Specific Outcome 2: Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.
4. Demonstrate an understanding of volume
Specific Outcome 3 : Develop and apply a formula for determining the:
• perimeter of polygons
Volume of right rectangular prisms
• area of rectangles
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Content
Students are expected to know the following:
Measurement, using standard units:
Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts.
Area measurement, using square units (standard and non-standard)
Perimeter:
using geoboards and grids to crate, represent, measure, and calculate perimeter.
Relationships between area and perimeter:
Measuring area of squares and rectangles, using tiles, geoboards, grid paper
Investigating perimeter and area and how they are related to but not dependent on each other
Perimeter: A complex shape is a group of shapes with no holes (e.g., use colour tiles, pattern blocks, tangrams).
Area:
Grid paper explorations
Deriving formulas
making connections between area of parallelogram and area of rectangle
Volume and capacity
Using cubes to build 3D objects and determine their volume
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Content
Students are expected to know the following:
Measurement, using standard units:
Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts.
Area measurement, using square units (standard and non-standard)
Perimeter:
using geoboards and grids to crate, represent, measure, and calculate perimeter.
Relationships between area and perimeter:
Measuring area of squares and rectangles, using tiles, geoboards, grid paper
Investigating perimeter and area and how they are related to but not dependent on each other
Perimeter: A complex shape is a group of shapes with no holes (e.g., use colour tiles, pattern blocks, tangrams).
Area:
Grid paper explorations
Deriving formulas
making connections between area of parallelogram and area of rectangle
Volume and capacity
Using cubes to build 3D objects and determine their volume
Shape and Space
E2.7 Compare the areas of two-dimensional shapes by matching, covering, or decomposing and recomposing the shapes, and demonstrate that different shapes can have the same area
E2.9 use square centimetres (cm2) and square metres (m2) to estimate, measure, and compare the areas of various two-dimensional shapes.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Shape and Space
E2.5 Use the row and column structure of an array to measure the areas of rectangles and to show that the area of any rectangle can be found by multiplying its side lengths.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Shape and Space
E2.6 Show that two-dimensional shapes with the same area can have different perimeters and solve related problems.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Shape and Space
E2.1 measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa.
E2.6 determine the surface areas of prisms and pyramids by calculating the areas of their two-dimensional faces and adding them together
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
Shape and Space
E2.2 solve problems involving perimeter, area, and volume that require converting from one metric unit of measurement to another
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events
C3.2 read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes
- SS3.3 Demonstrate understanding of linear measurement (cm and m) including:
measuring and recording length, width, height, and perimeter.
- SS4.2 Demonstrate an understanding of area of regular and irregular 2-D shapes by:
recognizing that area is measured in square units
selecting and justifying referents for the units cm² or m²
estimating area by using referents for cm² or m²
determining and recording area (cm² or m²)
- SS5.1 Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions. ([C, CN, PS, V])
- SS5.3 Demonstrate an understanding of volume by:
selecting and justifying referents for cm³ or m³ units
measuring and recording volume (cm³ or m³)
constructing rectangular prisms for a given volume.
- SS6.2 Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular prisms (concretely, pictorially, and symbolically) including:
relating area to volume
comparing perimeter and area
comparing area and volume
- 3.SS.5 Demonstrate an understanding of perimeter of regular and irregular shapes by:
estimating perimeter using referents for centimetre or metre
measuring and recording perimeter (cm, m)
constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
- 4.SS.3. Demonstrate an understanding of area of regular and irregular 2-D shapes by
recognizing that area is measured in square units
determining and recording area (cm2 or m2 )
constructing different rectangles for a given area (cm2 or m2 ) in order to demonstrate that many rectangles may have the same area.
- 5.SS.1. Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.
- 5.SS.3. Demonstrate an understanding of volume by selecting and justifying referents for cm3 or m3 units estimating volume by using referents for cm3 or m3 measuring and recording volume (cm3 or m3 ) constructing rectangular prisms for a given volume.
- 6.SS.3. Develop and apply a formula for determining the
perimeter of polygons
area of rectangles
Measurement:
Surface areas: estimating and measuring
unconventional units
conventional units (m2, dm2, cm2),
relationships between the units of measure
Volumes: estimating and measuring – unconventional units
conventional units (m3, dm3, cm3), relationships between the units of measure
6. Calculates the perimeter of plane figures.
B. Surface areas
1. Estimates and measures surface area
a. using unconventional units
b. using conventional units
SS5: Demonstrate an understanding of perimeter of regular and irregular shapes by:
measuring and recording perimeter (cm, m)
constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by:
estimating area by using referents for cm2 or m2 ;
determining and recording area’ constructing different rectangles for a given area (cm2 or m2 ) in order to demonstrate that many different rectangles may have the same area.
SS1: Design and construct different rectangles given either perimeter or area, or both (whole numbers) and draw conclusions.
SS3: Demonstrate an understanding of volume by:
selecting and justifying referents for cm3 or m3 units
estimating volume by using referents for cm3 or m3
measuring and recording volume (cm3 or m3 )
constructing rectangular prisms for a given volume.
SS3: Develop and apply a formula for determining the: perimeter of polygons; area of rectangles; volume of right rectangular prisms.
M05: Students will be expected to demonstrate an understanding of perimeter of regular, irregular, and composite shapes by
measuring and recording perimeter (cm, m)
create different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
M03: Students will be expected to demonstrate an understanding of area of regular and irregular 2-D shapes by
recognizing that area is measured in square units
determining and recording area (cm2 or m2)
constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area
M01: Students will be expected to design and construct different rectangles, given a perimeter or an area or both (whole numbers), and make generalizations.
M03: Students will be expected to demonstrate an understanding of volume by
selecting and justifying referents for cubic centimetre (cm3) or cubic metre (m3) units
estimating volume using referents for cubic centimetre (cm3) or cubic metre (m3)
measuring and recording volume (cm3 or m3)
constructing rectangular prisms for a given volume
M03: Students will be expected to develop and apply a formula for determining the
perimeter of polygons
area of rectangles
volume of right rectangular prisms
3SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by:
measuring and recording perimeter (cm, m)
constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
4SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by:
recognizing that area is measured in square units
constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.
5SS1 Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.
SCO 5SS3 Demonstrate an understanding of volume by:
estimating volume, using referents for cm3 and m3 units
measuring and recording volume (cm3 and m3 units)
constructing right rectangular prisms for a given volume
6SS3 Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms
SS5: Demonstrate an understanding of perimeter of regular and irregular shapes by:
measuring and recording perimeter (cm, m)
constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.
SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by:
estimating area by using referents for cm2 or m2 ;
determining and recording area’ constructing different rectangles for a given area (cm2 or m2 ) in order to demonstrate that many different rectangles may have the same area.
SS1: Design and construct different rectangles given either perimeter or area, or both (whole numbers) and draw conclusions.
SS3: Demonstrate an understanding of volume by:
selecting and justifying referents for cm3 or m3 units
estimating volume by using referents for cm3 or m3
measuring and recording volume (cm3 or m3 )
constructing rectangular prisms for a given volume.
SS3: Develop and apply a formula for determining the: perimeter of polygons; area of rectangles; volume of right rectangular prisms.