Hardwood



Assignment #10: Project-Based LearningM459 High School Math MethodsNameAnn R. HamiltonCONTEXT INFORMATIONGrade9-10Subject(s)Mathematics, GeometryLesson TitleGroup project- applied real-life skills Material cost estimate for painting a house and installing new floors.Time Allocation: 2 days, 40-50 minutes each dayLesson SummaryIn this project, students will be split into their groups and will be given a floor plan of a house, a Do-It-Yourself Store advertisement, a copy of a Paint label from a gallon of paint, and several tables to fill out that will help them in their discovery process. Students will also have a computer available to them should they desire to research online supplier resources as well. Students will analyze the drawing as if they were a contractor paid to do a home improvement project for a client. Students will determine how much flooring, (carpet, tile, vinyl, or hardwood), and how many gallons of paint it would require to completely floor and paint the inside of the house. The students will also be required to compare and contrast the cost of various types and cost of flooring, (carpet, tile, vinyl, or hardwood) and paint (flat, satin, or semi-gloss) according to the advertisement from the local do-it-yourself superstore or online resources. Finally, students will have to choose paint and flooring for each room of the house and create an estimate to give to the homeowner for the cost of materials to refurbish their home. To help students in their discovery, they will be given a list of instructions and questions to help guide them through their discovery and estimate process.CURRICULUM OUTCOMESIndianaStandardsG.TS.1: Describe relationships between the faces, edges, and vertices of three-dimensional solids. Create a net for a given three-dimensional solid. Describe the three-dimensional solid that can be made from a given net (or pattern). G.TS.5: Solve real-world and other mathematical problems involving volume and surface area of prisms, cylinders, cones, spheres, and pyramids, including problems that involve algebraic expressions. G.TS.6: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). GoalsGoals of Understanding and SkillStudents will understand that dimensions in a scale drawing can be used to find area and surface area.Students will be able to translate concept of surface area of a wall into the volume of paint needed to paint the wall. Students will be able to create a cost analysis of various types of flooring and paintStudents will be able to summarize their findings by creating a total cost estimate for an imaginary homeowner.MaterialsFloor plan of a house for the overhead and each individual student Do-It-Yourself Store adsPaint label from a gallon of paint ComputerInstruction SheetTable for writing in final measurements Table for cost analysis of flooringTable for cost analysis of paintSample estimate formPROCEDURESHook(3-5 min)Today you are going to pretend that you are a subcontractor giving an estimate to a homeowner. You need to look at the house plan, figure out how big it is, and how much flooring and paint you will need to floor and paint the entire inside of the house. You will then check out the local Do-It-Yourself Store ads and online sources, and figure out how much this will cost, and create an estimate for the homeowner. Set(≤ 1 min)Today we are going to use mathematical concepts to figure out how much paint and carpet a homeowner needs to refurbish their home. Learning EpisodeGroup Work Part 1: Getting Started (15 min)Give packet with a copy of house plan, instructions, and materials to all students (see attachments)Read instructions aloud to studentsStudents will be also given a list of instructions with guiding questions that they can fill in as they go along through the project. (Remind Students to check off each item on the list as they are completed or understood)Designate one person from each group to be the group reporter who will write down plans, fill in tables, check tables with instructor, and be the consultant should the group encounter problems. The consultant will seek help from the teacher and other groups should the group have difficulty relating the concepts encountered during the project.Give students 10 minutes to study the floor plan and answer the following:Come up with a written plan of what you need to do to solve the problem.Create a list of questions that need to be answered that will help solve the problemGroup reporter will bring each groups’ plan to the teacher to be checked before the group can move forward to the next section of the assignmentGroup Work Part 2: Dimensions of House (25 min)Students will study the floor plan again and prompted to do the following:What mathematical concept could apply to the question, “How ‘big’ is the house?”After figuring out dimensions of each room, identify the math concept that applies to size of floors, walls, and ceilings that will help you figure out how much flooring to buy and how much paint will be needed?Fill in the “How Big Is The House” tableCheck each groups’ Table before they move forward to the next section of the assignmentGroup Work Part 3: Flooring (15 min)What mathematical concept could apply to flooring?How much flooring do you need for each room?How much will flooring cost for each room?Have students consult the Menards ad and ask them to compare and contrast the types and costs per square feet of flooring that could be installed in each of the rooms, (i.e.: Tile, Hardwood, Carpet, Vinyl)Fill in the “Flooring Cost Analysis” tableGroup reporter will bring each groups’ table to the teacher to be checked before the group can move forward to the next section of the assignmentGroup Work Part 4: Paint (20 min)What mathematical concept applies to the dimensions of walls and ceilings?What mathematical concept apples to paint?How much does paint cost?If the standard height of all the ceilings in the house is 8 ft., how do you know how much paint you need to paint the ceilings and the walls of each room in the house? How can you relate what you know about the size of the walls to be painted into the amount of paint needed to paint the walls? (If students get confused tell them to look at the paint label maybe it would give them some information. The students will hopefully be able to read the paint label and see the How Much You Need section on the label)Have students consult the Menards ad and ask them to compare and contrast the types and cost per gallon of paint that could be used to paint each of the rooms, (i.e.: flat, satin, or semi-gloss)Fill in the “Paint Cost Analysis” table Group reporter will bring each groups’ table to the teacher to be checked before the group can move forward to the next section of the assignmentLearning EpisodeGroup Work Part 5: Estimate for HomeownerStudents will create an estimate for the homeowner stating the followingA selected type of floor for each roomThe total cost of the flooring for each roomThe selected type of paint for each room (assuming each room is a different color)The total cost of paint for each roomThe total cost of paint for the all the ceilings (assuming all ceilings are same type of paint and standard white) The total cost refurbishing the house: Flooring + paint for entire houseClarificationClose(≤ 3-5 min)Ask students questions that verbally walk the class chronologically through the process of figuring out how to solve the problem and the steps they took to solve the problemAnswer any further questions about scale drawings in relation to area and surface areaExtensionThere is no extension as this project combines the application of several concepts and it is in itself an extension of other taught mathematical concepts.SUPPORTING MATERIALSExemplars, Inc. (2014). Assessment Rubrics: 3-level Math Rubric. Retrieved from Exemplars: We set the standard: . (2014, September 14). Menards Fall Flyer. Retrieved from Weekly Ad at Menards: OutcomeThe point of this project is to help students think for themselves and figure out on their own that they should use the mathematical concept of area and surface area to solve real world problems such as estimation of construction projects. By asking the question, “How big is the house?” the teacher encourages students to make the connection between the “bigness” of the house to the sizes of the rooms that need carpet. Students will then think about buying carpet and how the carpet comes from the store. By asking carefully worded questions the teacher encourages the students to come up with the mathematical concepts needed to solve the problem on their own. Most students will know that carpet comes from the store in the form of a roll which when unrolled is a rectangle which means that it is measured in area not in linear feet. This will encourage students to use the mathematical concept of area when figuring out how much flooring the homeowner needs to buy. Should the students still seem a little confused, the teacher can ask about the “units” that apply to the bigness of the room which will encourage the students to realize the implication of square feet. By periodically stopping and asking the students for what they have discovered, the teacher steers them toward the goal of applying area to find out how much flooring is needed. The teacher can then use the same method to encourage students to figure out how much paint is needed by introducing one more dimension to the scale drawing: height. She then asks the students “How much paint do I need?” Students should be able to figure out on their own that walls are 3- dimensional and will then interpret the necessity of using surface area to find out how much surface area the walls have. By asking the students to read the paint label, the teacher encourages them to use a conversion process to change surface area into the volume of paint one needs to paint the house (i.e.: amount of gallons). This project-based learning process encourages students to the final goal of interpreting scale drawings into area and surface area and then converting to volume. The students then learn how to solve real-world problems by thinking of mathematical concepts and discovering how to apply them for themselves. Project-based learning is a method that allows students to come to the final goal by exploring ideas on their own and thinking through previous knowledge and interpreting what they know into what they need to learn. Finally, the students will have to create an estimate to give the imaginary homeowner that describes the total cost of the materials the homeowner wishes to purchase. This project requires a high degree of bloom’s taxonomy with its requirement of creative thinking, attention to detail, and evaluative processes students must use to complete the project. Students will be graded on their projects using the rubric attached at the end of the materials for the project. CITATION Exe14 \l 1033 (Exemplars, Inc., 2014)Instructions and Questions for students:Read all materials given to groupCome up with a written plan of what you need to do to solve the problem.Create a list of questions that need to be answered that will help solve the problem.What mathematical concept could apply to the question, “How ‘big’ is the house?”After figuring out dimensions of each room, identify the math concept that applies to size of floors, walls, and ceilings that will help you figure out how much flooring to buy and how much paint will be needed?Fill in the “How Big Is The House” tableShow table to instructor before continuing “How much will the flooring do you need for each room?” “How much will the flooring cost?”Have students consult the Menards ad and ask them to compare and contrast the types and costs per square feet of flooring that could be installed in each of the rooms, (i.e.: Tile, Hardwood, Carpet, Vinyl)Fill in the “Flooring Cost Analysis” tableShow table to instructor before continuingIf the standard height of all the ceilings in the house is 8 ft., how much paint do you need to paint the ceilings and the walls of each room in the house? How can you convert what you know about the size of the walls to be painted be converted into the volume of paint needed to paint the walls?“How much will paint cost?”Have students consult Menards ad and ask them to compare and contrast the types and cost per gallon of paint that could be used to paint each of the rooms, (i.e.: flat, satin, or semi-gloss)Fill in the “Paint Cost Analysis” table Show table to instructor before continuingWrite an Estimate for the homeowner which includes the following:A selected type of floor for each roomThe total cost of the flooring for each roomThe selected type of paint for each room (assume each room is a different color)The total cost of paint for each roomThe total cost of paint for the all the ceilings (assuming all ceilings are same type of paint and standard white) The total cost refurbishing the house: Flooring + paint for entire houseStudents will fill in the attached estimate table to help them with the total costShow table to instructor before continuingHow Big Is The House?Dimensions of RoomApplied Math concept: “How much flooring do I need?”Total Dimensions of Walls (Each wall has standard 8 feet height)Applied Math concept to wall: “How big is the wall that the paint needs to cover?” Dimension of ceiling?Applied Math concept to ceiling: “How big is the ceiling that the paint needs to cover?”pantrykitchenutilitydining roomliving roombedroom 1bedroom 2bath 1master suitemaster bathFlooring Cost AnalysisHow much flooring needed?Cost of each type of flooring per square footTotal cost of each type of flooring for each roomHardwoodTileCarpetVinylHardwoodTileCarpetVinylpantrykitchenutilitydining roomliving roombedroom 1bedroom 2bath 1master suitemaster bathPaint Cost AnalysisHow much Paint needed for walls?Cost of each type of paint per gallonTotal cost of each type of paint for each roomHow much paint needed for ceiling?Total cost of paint for each ceiling (assume you use the same flat paint for all ceilings)FlatSatinSemi-glossFlatSatin Semi-glosspantrykitchenutilitydining roomliving roombedroom 1bedroom 2bath 1master suitemaster bathtotalEstimate for HomeownerHow big?Type of flooring?Cost of FlooringType of paint?Cost of paint?Ceiling Paint Cost?Subtotal for each room (Paint + Flooringpantrykitchenutilitydining roomliving roombedroom 1bedroom 2bath 1master suitemaster bathTotal CostDo-It-Yourself Store Advertisement: CITATION Men14 \l 1033 (Menards, 2014)Desired Outcome Students will be graded on their projects using the following rubric:Rubric for Math project: CITATION Exe14 \l 1033 (Exemplars, Inc., 2014)Lesson Planning: Problem-solving/DiscussionM310/M314 General MethodsNameAnn R. HamiltonScoring Key4 = A = “excellent”2.5=D=“needs revision”3=C = “satisfactory”1.5 = F=” unacceptable” Context & Summaryidentifying information provided; scope described thoroughly in one well-developed paragraph1.52.533.54CURRICULUM OUTCOMESStandardswell-formatted list that includes subject-areas, standards, indicator numbers, and text 1.52.533.54Goals/Aimsat least one goal of understanding or skill goal 1.52.533.54Evidenceidentifies appropriate means for soliciting evidence of understanding/proficiency (as indicated by behavioral objectives)1.52.533.54Materialswell-organized; match well demands of understanding/proficiency indicated by instructional model1.52.533.54PROCEDURESHook/ Setwell-defined introductory activity; set establishes purpose with clarity and focus1.52.533.54Main Activitiesuse formatting guidelines to present an easily-read overview of the lesson; 1.52.533.54sufficient descriptive detail to comprehend fully the intended action1.52.533.54well-defined activities for developing understanding/proficiency1.52.533.54well-crafted questions, at appropriate points, for checking comprehension1.52.533.54well-crafted questions, at appropriate points, for prompting higher-order thinking1.52.533.54Closeclearly-defined strategy to reinforce the lesson’s goals 1.52.533.54Extensionwell-defined activity for applying/extending/enriching concepts or skills1.52.533.54JUSTIFICATION (full demonstration; accurate understanding/application; one well-developed paragraph per criterion)Where headed? What’s the point? (main ideas and significance)1.52.533.54Hooking interest and Holding attention1.52.533.54Equipping with knowledge or skills &/or Exploring ideas and connections1.52.533.54Reflecting & Re-thinking ideas and connections (or self-evaluation of proficiency in skills)1.52.533.54Exhibiting for Evaluation the outcomes of learning1.52.533.54COMMENTSPoints(out of 72)PointsLetter67 – 72A64.5 – 66.5A-62.5 – 64B+59.5 – 62B57.5 – 59B-55.5 – 57C+52.5 – 55C50.5 – 52C-48 – 50D+45 – 47.5D43 – 44.5D-≤42.5F ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download