About This Lesson

DESCRIPTION
This activity relates to students in a geometry class. At this point students would need to be able
to identify shapes and find their areas. Students will need to be able to find the area of triangles,
quadrilaterals, and polynomials. In this lesson, students will design a floor plan for a house and
calculate the square footage of the house by finding the areas of different shapes. Students are
doing this because it is applying their knowledge of math (geometry) to real life applications.

PREREQUISITES
Students will need to able to identify triangles, quadrilaterals, and polynomials. As well as know
the formulas to find their areas.

ESTIMATED TIME
1.5 hours

Potential Use
PURPOSE:
Small Group, Classroom Instruction

GRADES:
6 - 11

CONTENT AREAS:
Math

COMMON CORE:

Mathematics

Goals
INSTRUCTIONAL GOALS
Students should be able to use their knowledge of finding surface area of triangles,
quadrilaterals, and polygons to construct a house and find the square footage of that house by
using building blocks, pencil and paper, or any other materials that students could use to
construct a floor plan.

OBJECTIVES

Students will construct a floor plan for a house by using triangles, quadrilaterals, and
polygons.

Students will be able to find the area of the house by using formulas to find the area of
triangles, quadrilaterals, and polygons.

VARIABILITY
Lucy has an orthopedic impairment (cerebral palsy). She has difficulty holding pens and pencils,
and prefers to type on the computer for her responses but will not refuse to allow for somone to
write for her. She has some trouble getting around but does not need any assistances. For this
activity, I have allowed for her to use geometric blocks to create the floor plan. I have also given
her the worksheet online so she can type her answers and I will provide a calculator so she
doesn't have to compute answers by hand. During this lesson she is allowed to use a laptop, as
well as an easel board if she wants to write.
Cory has ADHD. He can complete all of the activities with accuracy but cannot stay focused for
long enough to complete the assignments. I allow him to walk around the classroom when he
needs to. I also give a checklist/guidelines for each worksheet so he can complete it on time. He
enjoys using manipulatives so I allow him to use geometric shapes to build his floor
plan. Throughout this lesson, Cory will be provided with checklist for each activity and also will
be allowed to listen to his iPod for small breaks.
Marc is an ELL student. He can understand some English verbally and written. His assignments
shows he puts in effort but does not understand the material because of the language

barrier. For all of the worksheets being used, I will provide images with words/vocabulary. I will
also have Marc partnered with Cynthia, who speaks English fluently but can also speak some
Spanish to help him communicate.
Forest is the gifted and talented student in the class. He learns at a faster pace than most
students and in greater depth. He will be completing all of the same activities as the other
students but I will be providing him with some critical thinking questions dealing with each
activity. This will allow for him to get the greater depth of learning he desires.
This lesson can be modified and accommodate for all students as you can see above. For a
student with an IEP in math. You can change the process on how the student will meet the
objectives. You can have students look at individual shapes and their areas. Then you put them
together to connect the idea. I would do a warm up with them, where you have two congruent
right triangles and find the area of the two triangles. Then I would put two congruent sides
together to form a triangle and ask them to find the area of the triangle they formed. I would then
ask follow up questions to help show how two congruent right triangles can form a rectangle.

Author's Reflection
The goal and objective ask for students to use shapes to build a floor plan and use formulas to
find the area of the floor plan. During this lesson I do not state how they get to the end goal so
all students have the freedom to do what they want. For Lucy and Cory, I am allowing them to
use geometric shape blocks to build their floor plan. Other students may also use geometric
shape blocks but they can also free hand draw it. I believe allowing for flexible and choice allows
for students achieve the goal to the best of their ability.

Assessments
FORMATIVE ASSESSMENTS
Before starting the lesson, students will have a warm up finding the area of certain shapes. On
the warm up sheet, I will give students the equations for each shape but not telling them which
equation is for each shape. For Lucy, I will also have the warm up sheet online so she can
complete it on a laptop or computer. For Marc, I will have provide words and images on the
paper. For Cory, I will provide the equation for the shape so he will not have to match them. For
Forest, I will not provide any equations. Once the warm up is over, students should have written
down which is equation is for which shape. They can then use these equations later on in the
class if need be.
Once I hand out their main assignment, constructing a floor plan, I will walk around the
classroom and ask checkup questions for students. For example, I will ask students which
shape they are using and then ask them which equation they would use to find the area. This

gives me the one on one time to find out if the students are able to identify shapes and use the
right equation.
This lesson is designed to go into two days of class. At the end of the first day I would do some
form of exit ticket. If technology is available in my classroom I would use a kahoot to quiz the
students on their knowledge of identifying shapes and their equations. If I do not get the scores I
wished to see, then I would go over the shapes and equations again at the beginning of the next
class before students finish their assignment.

SUMMATIVE ASSESSMENTS
The main purpose of this activity is for students to be able to use formulas to find areas. Their
summative assessment would be their final floor plan and find the square footage of the floor
plan. This will show if the students understand how to identify shapes, identify which formula to
use for the shape, and know how to use the formula correctly. Even if students work with a
partner, both students will turn in their own floor plan so I can evualate each student individually.

Author's Reflection
The formative assessment is me seeing if they are grasping the concept during the lesson. So
walking around asking students question individually well help me determine which students
need some help and which do not. For Marc's worksheet, I will have the equations match with
the correct shape so he can master knowing the equations. For Forest, I will not provide him
with the equations. This will get him thinking more than other students which should put them at
the same level.
I believe walking around asking students individual questions would be the most beneficial
because I believe it will accurately measure their understanding, skills, and engagement in the
activity. By going to each student, I can ask those questions and look at their worksheet to see
their understanding. This would also work to see their skills. For their engagement, just walking
around the classroom I can see which students are completing the activity and which students
are off task.
Since the formative assessment is me going around the classroom talking to students. Students
who have modifications/accommodations will not be effected by this assessment because it is
just me walking around asking students questions. It does not matter how they are getting the
activity done, it just matters if they understand and are engaged doing it.
Since one of their goals to find the area of the given floor plan, I decided that their summative
assessment for this lesson would be to find the area of their own floor plan.

Instructional Methods
OPENING

I will introduce the lesson by having students review their knowledge of formulas to find the
surface areas of polygons. I will do this by projecting a paper from the elmo where students have
to match formulas to shapes. We will complete this as a class. Once they have established their
knowledge of the formulas. I will give them a few practice problems of house floor plans to see if
students can identify different shapes and use their formulas to find the surface area. I will
provide the geometric shapes at students tables so they can use them if they need the help.

DURING
Students will work with a partner to complete their floor plan. This will allow students to get their
practice and help each other if needed. Students can use building blocks, a computer program,
or draw their floor plan to complete the activity. As a teacher, I would be walking around the
room for support if students need it. This will also be when I will be completing my formative
assessment.

CLOSING

At the end of the lesson, students will hang their floor plans around the room. Students will then
do a gallery walk to look at each others work. After the walk is over, students will take their seats
and we will discuss the different floor plans that we saw as a class.

Author's Reflection

I first have students review the formulas to find area. This will show me that the students have a
concrete knowledge to complete the assignment. I will also give them some examples of house
floor plans to see if they are able to identify shapes and use the correct formulas to find their
areas.
I also gave the option for students to work in partners. I believe that working with someone can
be beneficial since you can collaborate with each other and help each other if needed.

Materials
MATERIALS AND SUPPLIES
- Building blocks
- Rulers
- Scrap paper
- work shorts
- Computer
- Calculator

RESOURCES INCLUDED
Author's Reflection
I chose these options for materials to give the students choice. Students are creating floor plans
and Im allowing them to create them by using building blocks, hand drawing, or using a
computer program. This will allow for students with different needs to be able to choose the
option that will be most comfortable for them.
As I worked through this section, I realized that I wanted to students to be engaged so allowing
them free range of how their floor plan will look and how they will create their floor plan should
keep them engaged.
I'm also hoping that interacting with them throughout the activity will show what students know.