NY Next Generation Math NY-5.MD.3

NY-5.MD.3 is a cluster heading. These are the individual standards under it.

• NY-5.MD.3.a

  Recognize that 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.

• NY-5.MD.3.b

  Recognize that 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.

01

What Students Need to Do

Students recognize volume as the amount of space inside a solid figure. They measure that space by packing it with unit cubes without gaps or overlaps.

02

What Mastery Looks Like

A student explains that a cube with side length 1 unit has a volume of 1 cubic unit. The student explains why a solid packed with 18 unit cubes has a volume of 18 cubic units.

03

Common Misconceptions

Students may label volume with square units or count only the cubes visible from outside. They may also accept packing that leaves gaps or has overlapping cubes.

04

How to Assess It

Give the student 12 linking cubes and ask for a solid with a volume of 12 cubic units. Ask why the unit is cubic.

1. 01

   Build several solids with the same number of unit cubes, checking that every cube fills space without gaps or overlaps.

2. 02

   Ask students why counting only the cubes visible from one side may give the wrong volume.

3. 03

   Sort measurement cards into linear, square, and cubic units, then defend where each volume label belongs.

4. 04

   Pack small boxes with identical cubes and compare how many cubic units of storage each box holds.

• NY-5.MD.5

  Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

• NY-5.MD.5.c

  Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlappin...

• NY-3.MD.5

  Recognize area as an attribute of plane figures and understand concepts of area measurement.