This Problem Based Learning Activity is designed for students to work in pairs at their own pace. The teacher's primary role is to facilitate and guide students as they work through the project, asking questions so students are aware of the thinking process along the way. Prior to undertaking this project students should have achieved sufficient skills and knowledge in the concepts of length, area, perimeter, addition and multiplication.
Introduction
Congratulations! You and your partners have been hired to design a dream house.
Task
To get ready for this special assignment, you and your partners must be sure that you have the skills that you, the architects, will need. A solid understanding of area and perimeter is required. Once you show mastery through classwork, you will design and draw the floor plan for your dream house. Then you will determine what type of flooring you need to suit certain rooms and how much fencing you will need to go around your yard to make sure your dog doesn't get away while you're at school. Your final product will be a floor plan of your dream house.
Process
Click on Area Explorer
- Read the directions carefully.
- Practice finding the area of several figures.
- Copy your favorite figure on graph paper. Label its area.
Go to Perimeter Explorer
- Read everything CAREFULLY.
- Practice finding the perimeter of several figures.
- Copy your favorite figure on graph paper. Label its perimeter.
Go to House Design
- Watch and assist the builders as they work out the perimeter and area of the rooms in your house.
Still need a little more practice? Head to Perimeter and Area
- Carefully read the explanations and instructions.
- Complete Level 1 of the Perimeter and Area questions.
Fast Finisher? Feeling confident? Click on the Zoo Challenge or Party Challenge.
Congratulations! You are now an official Dream Designer Architect!
In the classroom with your partner:
Planning and designing:
- Make a list of the rooms you would need to include in your dream house.
- List the extra rooms you would like to include in your dream house.
- Draw a rough sketch of your floor plan, considering where certain rooms would be placed. Your house will need to be on one level and no larger than 400 square metres.
- Consider which rooms would need to be larger than others. Be able to justify why.
- Show and discuss your plan with one other pair and Mrs Cuttino.
Designing and making:
- Once you are happy with your plan, draw your design on 1cm grid paper. Remember (1cm = 1m).
- Include one room that has an area of 12 square meters and another room that has a perimeter of 14 meters..
- Color code your rooms to show those which would need carpet and those needing another type of flooring (eg. tiles).
- Calculate the area of each room that would need carpet. Add these together to find the total area of carpet needed.
- Draw a fence around the backyard. Work out how much fencing you will need by working out the perimeter.
Evaluation
Sharing your design
Share your design with the class. Be prepared for Mrs. Cuttino to ask you questions about the process of creating your design and your thinking along the way.
Evaluating others' designs
Stick your design on the display board. On a post it note, write "2 Stars and a Wish" for another group's design. Post it on their work.
Reflecting on your design
If you were to complete this task again:
What would you keep?
What would you try?
What might you change?
| CATEGORY | 5 | 4 | 3 | 2 | |
| Mathematical Concepts | Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). | Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). | Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). | Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. | |
| Mathematical Reasoning | Uses complex and refined mathematical reasoning. | Uses effective mathematical reasoning | Some evidence of mathematical reasoning. | Little evidence of mathematical reasoning. | |
| Diagrams and Sketches | Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s). | Diagrams and/or sketches are clear and easy to understand. | Diagrams and/or sketches are somewhat difficult to understand. | Diagrams and/or sketches are difficult to understand or are not used. | |
| Neatness and Organization | The work is presented in a neat, clear, organized fashion that is easy to read. | The work is presented in a neat and organized fashion that is usually easy to read. | The work is presented in an organized fashion but may be hard to read at times. | The work appears sloppy and unorganized. It is hard to know what information goes together. | |
| Completion | All problems are completed. | All but one of the problems are completed. | All but two of the problems are completed. | Several of the problems are not completed. |
Conclusion
CONGRATULATIONS again! You have used your knowledge of measurement, area and perimeter to design your very own dream house. You have also used your artistic ability to share it with your classmates.
Who knows? This may be the beginning of a new career...
Credits
Images:
http://ericmnestor.com/wp-content/uploads/2013/02/Thinking.jpg
http://4.bp.blogspot.com/-oDRF-fyiyok/TjHKIg8EmLI/AAAAAAAAAaM/qK3SwM_DGJc/s400/post-it+note.jpg
Sites:
http://www.shodor.org/interactivate/activities/AreaExplorer/
http://www.shodor.org/interactivate/activities/PerimeterExplorer/
http://www.mathplayground.com/PartyDesigner/PartyDesigner.html
http://mrnussbaum.com/zoo-play/
Design:
https://www.createwebquest.com/
I did not create this idea, I merely adjusted the activities to fit the needs of my students.