I used a few Standards for Mathematical Practices when working through this problem. I began by using the first SMP, make sense of problems and persevere in solving them (CCSSM, 2010). I needed to fully understand the problem, so I could accurately answer the questions presented. I also applied the fifth SMP, use appropriate tools strategically (CCSSM,2010). One of the examples listed under this SMP is pencil and paper. I used a piece of paper to better visualize what was occurring in the problem. I later used a spreadsheet, also listed, to more accurately and efficiently compute various values. Finally, SMP 6, attend to precision, was also implemented in this problem (CCSSM, 2010). I stated the meaning of the “x” value, specified units of measure, and I calculated accurately and efficiently (spreadsheet).

Looking at the Alabama College and Career Ready Standards, a problem like this will typically be seen in a fifth-grade classroom. This problem covers the fifth-grade measurement and data standard number 22. The standard states that students should:

• Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. [5-MD5]
• • Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. [5-MD5a]
• • Apply the formulas V = l × w × h and V = B × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. [5-MD5b]

How can this problem can be used or adapted for the mathematics classroom?

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