Measuring and Creating Geometric Shapes to Design Floor Plans

Category

Background

Criterion

Name of Course/Class:
Mathematics Geometry 80 min.
Grade Level: 7th (15 students)
Prerequisite Knowledge:
Students have learned and mastered measuring in centimeters.
Students have learned and mastered the design of shapes in Power Point.
Technology/Resources/Materials:
Class Materials: 1-Dry Erase Board, 4-Dry Erase Markers, 1-Mimeo Teach, 1-Mimio Pen, Power Point Software for 20
Windows computers, 1-Power Point Presentation, 1-projector
Student Materials: 1-Computer Cart with 20-Windows computers, 15-Tape Measure Rulers, 15-clipboards, 20 blank
sheets of printer paper, 20 fill-in-the-blank worksheets
Accommodations/Modifications:
Accommodations include but are not limited to, modifying assignments according to ability level, assistive technology,
extra time needed to complete assignments, technology, visual aides, and providing breaks.

Orient the leaner:

Essential Questions:
How can we apply geometric shapes to everyday life? Can we apply that knowledge and develop concepts on the use of
these geometric shapes? Can we transform these shapes into plans for something physical?
Objectives:
Using the Power Point software on a computer and a ruler, students will identify the perimeter, and area for 4 rooms of
two separate one-level apartment floor plans using four squares or rectangles. Students will complete 24 measurements
for each design at or above a 75% success rate (36 of 48 correct).

Standards:
CCSS.Math.Content.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
CCSS.Math.Content.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.
CCSS.Math.Content.7.G.B.6
Solve real world and mathematical problems involving area, volume and surface area of two- and three-dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Interdisciplinary Standards:
NJCCCS/NGSS - MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4
At the middle school level, students learn to sharpen the focus of problems by precisely specifying criteria and
constraints of successful solutions, taking into account not only what needs the problem is intended to meet, but also the
larger context within which the problem is defined, including limits to possible solutions. Students can identify elements
of different solutions and combine them to create new solutions. Students at this level are expected to use systematic
methods to compare different solutions to see which best meet criteria and constraints, and to test and revise solutions a
number of times in order to arrive at an optimal design.
NJCCCS 8.1 Educational Technology
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems
individually and collaborate and to create and communicate knowledge.
NJCCCS 8.2 Technology Education, Engineering, Design, and Computational Thinking Programming
All students will develop an understanding of the nature and impact of technology, engineering, technological design,
computational thinking and the designed world as they relate to the individual, global society, and the environment.

Instructional
Design:
(8 events)

Anticipatory Set/Hook/Daily Review

As students enter the classroom they will each be handed a clipboard with blank paper and a tape measure. Students will
be instructed to locate an object in the classroom that is a four-sided polygon (i.e. a desktop, floor tile, etc.). Students will
then measure the length of the sides of the shape in centimeters. The students will then draw that shape with the
corresponding measurements on the blank sheet of paper. Once finished measuring and drawing, students will return to
their seats. Open for the whole class to answer, I will ask how does measuring the shapes of objects in the classroom
relate to measuring objects in the real world?
Input/Modeling or Present Information
Power Point presentation on perimeter and area of four-sided polygons. The presentation will consist of formulas
required to complete the calculations of perimeter and area of four-sided polygons (i.e. squares and rectangles). Formulas
will include the adding of all four sides of a polygon to calculate perimeter, and BxH (Base times Height) to measure area
of a four-sided polygon.
Check for Understanding/Provide Learner GuidanceStudents will be required to complete a five part fill-in-the-blank sheet during the presentation using the formulas and
measurements presented in the Power Point. I will ask certain students to repeat answers to these fill-in-the-blanks to
show understanding.
Guided Practice with coaching /Elicit Performance
Taking the measurements (in centimeters) and drawings gathered by the students in the classroom during the anticipatory
set, I will call on students to approach the white board, and with the Mimio Pen, draw the shape of the object they
measured. The student will then use the formulas they learned in the Power Point to find both the perimeter and the area
of the shape. I will also ask some students to verbally give me their shape and measurements as I draw them on the
board, and have them tell me which formulas to use in order to find the perimeter and area of the shape.
Independent Practice/Provide informative feedback
Using computers from the computer cart, and the Power Point software, each student will design a floor plan of a onebedroom, one-bathroom apartment in 10-15 minutes using four 4-sided polygons, labeling the name of each room
designed. After students are finished, they will print out two copies of their design, one blank, and one with
measurements of area and perimeter of each room. Students will hand in their measured and blank floor plans to me.

Informative feedback will include walking around the classroom making sure that each student is using the required
shapes and formulas to calculate area and perimeter or circumference of each room.

Assessment
Using the Power Point software on a computer and a ruler, students will identify the perimeter, and area for 4 rooms of
two separate one-level apartment floor plans using four squares or rectangles. Students will complete 24 measurements
for each design at or above a 75% success rate (36 of 48 correct).
Enhance/Transfer
After the assignment, as part of a group discussion, we will talk about how knowing the correct formulas to measure area
are beneficial to owning a house. Topics will include buying carpet and tile, landscaping, and painting. Questions can
include: What jobs involve the measuring of perimeter and area? What other tools can someone use to measure perimeter
and area other than a ruler?
Closure
Inform students that we will be using perimeter and area to measure 3-sided polygons (triangles), and circumference
(circles) in future lessons. Before the class ends I will ask students to give me one example on how measuring perimeter
and area is used in every day life.

Recommendation:

Student / Teacher Feedback

What concepts did the students struggle with when finding the perimeter and area of the squares or rectangles and how
can this be fixed? Was there a concept that students did not understand that I could have gone over more?