Students are instructed to use centimeter cubes (or sugar cubes) as manipulatives and to make different rectangular prisms using exactly 16 centimeter cubes. The wrapping up statement tells students that the prisms made with 16 cubes each had the exact same volume. The parent plan and materials note explicitly direct students to use centimeter blocks when constructing prisms, and the activities require counting and arranging those cubes.

Students practice building rectangular prisms by adding and removing cubes with the interactive Isometric tool, with instructions noting that each cube added changes the prism's volume. The lesson defines cubic units (Things to Know) and the student page/answer key explicitly states that "Volume is measured in cubic units." The Parent Plan and activities prompt students to create rectangular prisms using physical centimeter cubes or drawn cubes on isometric dot paper.

Students build rectangular prisms using centimeter cubes and record dimensions and volumes (Activities 1, 2, and 4). Students measure volume by counting unit cubes and labeling results in cubic centimeters (Activity 3, Parent Plan: ask child to say volume in cubic centimeters). Students use layering and repeated addition/multiplication of cube counts to find total volume and complete worksheets and a quiz that require stating volumes in cubic units.

Students physically use 24 centimeter cubes to build rectangular prisms in Activity 1 and record their volumes as 24 cubic centimeters. The Parent Plan instructs students to "pack it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths (l × w × h = V)." The lesson repeatedly refers to cubic units (cubic centimeters) and tells students that a prism can be divided into cubic units.

Students build a rectangular prism from 24 centimeter cubes and are told its volume is 24 cubic centimeters, showing use of unit cubes to measure volume. The activities include diagrams of prisms made up of unit/centimeter cubes and an instruction to check volume by counting cubes in an interactive tool. Students are explicitly instructed to label volume with the word "cubic" (or cm3) and to picture a cube with length, width, and height when discussing volume.

Students are asked to use centimeter cubes to make rectangular prisms with a specified volume (for example, create three prisms that have a volume of 20 cubic cm) and to count the total number of cubes in composite shapes to find total volume. Activities direct students to "create an L shape" with centimeter cubes and "count the total number of cubes to find the total volume," indicating they measure volume by counting small cubes. Multiple problems and answer keys report volume in cubic centimeters or cubic inches, and students compute volumes by counting or by using cube side lengths (e.g., finding the volume of a cube with side 2 in.).

Students are asked in Problem 4 to find the greatest number of 1 cm cubes that can fit into a rectangular-prism container with base area 24 cm^2 and height 7 cm, and the answer key states this as 168 "centimeter cubes." The materials repeatedly require students to write volumes with cubic units (e.g., "168 cubic cm", "1,000 cubic in.") and to use V = b × h and V = l × w × h to compute how many unit cubes a prism can hold.

The lesson repeatedly directs students to "count the cubes to determine the volume" (Test Section 1 and multiple activity descriptions) and lists the skill "Measure volume by counting unit cubes." Activities ask students to fill prisms with cubes using an interactive tool and to match groups of cards that show the same volume. The answer key and student pages require labeling answers in "cubic units" and give volumes found by counting cubes (e.g., V = 11 cubic units, other cube-counting problems).

Students label dimensions and compute volumes of rectangular prisms using V = l × w × h and V = b × h in multiple activities (Activity 1 problems 1–4 and problems 5–7). Students calculate the volume of a cube with side length 5 cm and record the result as 125 cubic cm in both the student pages and answer key. The Parent Plan and answer key instruct that answers can be given in cubic units (for example, "160 cubic m" or "160 m3").